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A  COUM 

FOR  BEGINNERS 

RELIGIOUS 

EDUCATION 


N 


APR  17  1918 


BV  1540  .R3  1917 
Rankin,  Mary  Everett. 
A  course  for  beginners  in 
religious  education 


Copyright  by  Charles  Scribner's  Sons 


PRAYER 


^^-^^^  f.JhJU 


A   COURSE  FOR  BEGINNERS 
IN  RELIGIOUS  EDUCATION 


With  Lessons  for  One  Year  for  /\> 

Children   Five    Years   of  Age         {      APR  17  19 


BY 
MARY  EVERETT  RANKIN 

Instructor  in  Kindergarten  Education,  Teachers  College,  Columbia  University 


With    an   Introduction    by 
PATTY  SMITH   HILL 

Director  of  Kindergarten  Education,  Teachers  College,  Columbia  University 


NEW  YORK 
CHARLES   SCRIBNER'S   SONS 


Copyright.  1917,  by 
CHARLES    SCRIBNER'S  SONS 


PREFACE 

In  sending  this  little  book  out  to  teachers  of  Beginners,  I  wish, 
first  of  all,  to  express  my  deep  appreciation  to  Professor  Hill,  whose 
inspiration  and  help  have  made  possible  the  writing  of  a  Beginners' 
Course;  also  to  Dr.  George  A.  Coe,  and  to  Mr.  H.  A.  Sherman  of 
Charles  Scribner's  Sons,  both  of  whom  have  had  a  clear  vision  of 
the  purpose  of  the  book  and  have  made  many  valuable  suggestions 
and  criticisms. 

For  assistance  in  the  selection  and  arrangement  of  the  music  I 
am  very  much  indebted  to  Miss  Margaret  Gillette. 

M.  E.  R. 


ifi 


CONTENTS 

Page 

Introduction vii 

The  General  Plan  of  this  Course 1 

Characteristics  of  Five-year-Olds 5 

Music  for  Beginners 7 

How  to  Teach  a  Hymn 10 

Story-Telling  in  the  Beginners'  Class 12 

Suggestions  for  Story-Telling 17 

Playing  the  Stories 20 

Teaching  Beginners  to  Pray 23 

Handwork  in  the  Beginners'  Department      28 

The  Room  and  its  Equipment       31 

A  Suggested  Program      33 

Aim  of  the  Course 38 

Topics  for  the  Year 38 

Music 

Good  Morning  Song 41 

Let  the  Merry  Sunshine  In 42 

Sing  a  Song  of  Seasons 42 

God's  Work 43 

Cradle  Hymn 44 

God's  Love 45 

Nature's  Easter  Story 46 

Guard  Thy  Children 47 

Praise  Him,  Praise  Him        47 

Slumber  Sweetly 48 

An  der  Weige 48 

V 


vi  CONTENTS 

Music  —  Continued 

Page 

Theme  from  Mozart  Sonata  in  A  major 49 

Beethoven  Andante  Op.  57 49 

March  from  the  Huguenots 50 

March  from  Aida 51 

Rain  Fitter  Patters       52 

Lessons  I  to  LII 53-236 

ILLUSTRATIONS 
Prayer Frontispiece 

Facing  Page 

The  Closing  Prayer 24 

Mounting  Pictures 56 

Story  Time       66 

Thanks  Giving 90 

Marching  Time 104 

"It  Was  a  Big  Peach  He  Came  Out  Of" 146 

Sharing      152 


INTRODUCTION 

Several  years  ago  some  prominent  leaders  in  religious  education 
requested  the  co-operation  of  the  Department  of  Kindergarten  Edu- 
cation, Teachers  College,  in  working  toward  a  better  curriculum  for 
young  children  which  it  was  hoped  might  be  of  practical  benefit  to 
Sunday  School  workers  of  all  denominations.  A  group  of  yotmg 
children  was  provided  for  the  experiment,  and  a  teacher  from  the 
department  selected  to  work  out  the  plan,  imder  the  supervision  of 
leaders  in  both  religious  and  secular  education.  Miss  Mary  Rankin 
was  chosen,  not  only  for  her  deep  interest  in  religious  education,  but 
because  of  a  wide  experience  and  success  in  two  other  fields  which, 
it  was  felt,  had  given  her  a  rare  opportunity  to  study  children  at 
work  and  play  under  conditions  which  made  it  possible  for  them  to 
reveal  their  real  nature  and  needs.  At  the  time.  Miss  Rankin  was 
teaching  in  the  kindergarten  of  the  Horace  Mann  School,  and  was 
director  of  the  open-air  playground  in  the  afternoon.  It  was  believed 
that  such  varied  experience  should  be  brought  to  bear  upon  the  prob- 
lems of  religious  education,  since  we  are  all  too  prone  to  forget  that 
the  young  child  brought  to  the  church  for  religious  instruction  on 
Sunday  is  one  and  the  same  as  the  child  who  goes  to  school,  or  works, 
and  plays  about  the  home  and  neighborhood  on  week  days.  In 
other  words,  the  same  active  mind  and  body  which  drive  the  child  to 
restless  investigation  and  play  on  Sattirday  are  just  as  insistent  in 
their  demands  for  incessant  use  on  Sunday.  The  whole  child  goes  to 
Sunday  School  to  be  fed  and  nurtured  —  not  merely  the  religious 
aspects  of  his  nature. 

The  nervous  system  makes  no  exception  in  favor  of  the  day  associ- 
ated with  so  many  sacred  memories  to  the  Christian  adult.  We 
forget  this,  making  impossible  demands  for  the  inhibition  of  many 
natural  and  healthy  instincts ;  and,  as  a  consequence,  many  children 
grow  up  in  Christian  homes  and  churches  hating  the  day  which  might 
mean  as  much  to  them  as  adults,  if  we  understood  children  better. 


viii  INTRODUCTION 

While  we  are  right  in  utilizing  this  day  for  the  piirpose  of  throwing 
our  emphasis  upon  the  nurture  and  guidance  of  the  religious  tendencies 
in  child  nature,  we  must  not  forget  that  these  are  bound  up  with  all 
the  others,  and  any  premattire  attempt  to  separate  them  from  child 
nature  as  a  whole  suggests  the  dissecting  skill  of  a  surgeon  rather 
than  the  nurtiiring  processes  of  the  gardener. 

It  is  an  interesting  fact  that  the  most  delicate  and  subtle  problem 
in  the  education  of  young  children  has  been  the  last  to  yield  to  the 
demands  of  child  psychology.  It  is  a  difficult  art,  indeed,  to  meet 
wisely  and  sympathetically  the  religious  needs  of  little  children. 
Yet  the  parent  who  takes  great  care  to  select  the  best  available 
teacher  for  secular  instruction  will  often  place  her  child  under  the 
tutelage  of  an  absolutely  tmtrained  or  unprepared  Sunday-school 
teacher,  hoping  that  religious  fervor  will  somehow  compensate  for 
lack  of  preparation  on  the  part  of  the  religious  instructor.  While 
it  is  readily  granted  that  no  amount  of  training  and  preparation  can 
be  substituted  for  religious  zeal,  here,  as  elsewhere,  zeal  works  on  its 
highest  level  of  productivity  and  efficiency  when  it  has  placed  at  its 
disposal thebestthat  present-day  psychology  and  knowledge  can  offer. 

In  the  lesson  plans  presented  in  this  volume  the  attempt  has  been 
made  to  use  the  best  that  Froebel's  rare  insight  into  the  nature  of 
childhood  has  left  us  as  a  tradition.  Wherever  the  conception  of 
child  nature  held  by  Froebel  runs  contrary  to  the  best  interpretations 
of  the  child  offered  at  present,  the  letter  has  been  cast  aside  and  the 
spirit  only  preserved. 

It  is  hoped  that  the  lessons  will  be  followed  as  a  suggestion  for 
adaptation  to  different  groups  of  children,  which  must  vary  in  every 
locality.  As  the  lessons  now  stand,  the}^  are  the  outgrowth  of  se\'eral 
years  of  careful  use,  the  lessons  being  modified  each  year  in  the  light 
of  the  experience  of  the  preceding  year. 

It  should  also  be  said  that  the  lessons  have  been  planned  with 
both  trained  and  untrained  teachers  in  mind.  For  this  reason  lessons 
are  sometimes  given  with  too  great  detail  for  the  highly  trained 
teacher,  but  with  the  novice  this  detail  may  serve  as  the  saving  grace, 
if  not  followed  too  rigidly. 


INTRODUCTION  ix 

Child  study  experts  have  been  consulted  from  time  to  time,  as  it 
is  a  well-known  psychological  fact  that  the  specific  characteristics 
of  any  given  stage  of  the  child's  nature  vary  necessarily  from  both 
the  preceding  and  succeeding  stages. 

It  is  these  characteristics,  physical  and  spiritual,  which  must  be 
utilized  and  transfonned  if  we  are  to  succeed.  These  characteristics 
must  be  recognized  and  respected  as  the  humble  beginnings  of  the 
spiritual  life.  They  are  both  our  machinery  and  our  motive  power. 
Until  we  can  set  the  child  in  our  midst  and  learn  of  him,  before  we 
attempt  to  teach  him,  we  are  in  no  position  to  help  him  to  "  grow  in 
wisdom  and  stature  and  in  favor  with  God  and  man." 

Economy  of  time  and  effort  demands  that  we  teach  that  which  the 
child  needs  —  that  upon  which  his  nature  can  work  most  effectively 
rather  than  that  which  we  wish  or  will  that  he  shall  learn.  It  may 
be  said  of  the  spiritual  life  more  than  any  other  that  you  can  take  the 
horse  to  water  but  you  cannot  make  him  drink.  We  must  provide 
that  for  which  the  spiritual  life  of  the  child  hungers  and  thirsts. 
Then,  and  then  only,  have  we  reason  to  hope  that  he  will  eat  of  the 
bread  of  life  and  drink  of  the  water  of  life. 

The  effort  has  been  to  adapt  the  lessons  to  the  thoughts,  feelings 
and  actions  of  child  life.  It  is  these  that  must  be  used  and,  when  we 
have  once  discovered  and  utilized  them,  we  have  truly  hitched  our 
wagon  to  a  star. 

Every  Sunday-school  teacher  should  make  a  careful  study  of  the 
spiritual  problems  and  temptations  of  little  children  in  the  home,  the 
playgrotmd,  the  neighborhood,  the  church.  What  are  the  sins  which 
so  easily  beset  them  even  in  baby  life?  Puerile  as  these  may  seem  to  us 
who  have  mastered  them,  they  are  very  real  and  vital  in  the  character 
building  of  the  little  ones  on  their  upward  way.  These  are  the  humble 
beginnings  of  the  spiritual  life  and  character.  We  must  start  on  the 
lowest  round  of  the  ladder,  no  matter  how  high  we  may  climb  later. 

In  these  lesson  plans  the  children's  lives  have  been  carefully  studied, 
their  aspirations,  their  ambitions,  their  faults  and  temptations,  their 
problems  and  plans.  The  desire  has  been,  not  to  give  religious  in- 
structions at  large,  not  to  moralize,  but  to  give  facts  and  principles 


X  INTRODUCTION 

in  such  a  simple,  telling  form  that  ideals  are  inspired  which  will,  in 
turn,  inspire  daily  conduct,  Sunday  or  week  day. 

To  maintain  health  of  spirit,  ideals  and  action  must  be  kept  in 
close  relations.  It  means  much  to  want  the  right  and  fail.  It  means 
more  to  desire  the  right  and  act  on  it  with  success;  but  to  know  and 
see  the  right,  and  fail  to  ttirn  this  vision  and  knowledge  into  action  is 
the  beginning  of  spiritual  decay.  Also  to  be  forced  into  a  right  act 
without  inspiring  the  self  to  co-operate,  may  leave  the  spiritual  nature 
untouched  and  tmdeveloped.  It  is,  therefore,  the  essence  of  wisdom 
to  keep  vision,  desire  and  action  in  close  relation. 

It  will  be  evident  to  even  the  casual  reader  that  the  effort  has  been 
made  to  avoid  crowding  too  much  material  into  any  one  lesson. 
The  purpose  has  been  to  present  the  old  idea  in  some  new  aspect,  or 
from  some  new  approach.  Old  material  and  ideas  seen  again  and 
again  from  new  \'antage  points  have  a  goodly  opportiinity  for  be- 
coming a  daily  working  principle  in  forming  the  habits  of  Christian 
living  in  these  dim  beginnings  of  the  Christian  life. 

The  social  point  of  view  has  been  consciously  planned,  so  that  the 
children  may  have  every  normal  opportunity  for  helpfulness  and  co- 
operation. It  is  not  a  healthy  state  of  mind  when  sympathy  is 
divorced  from  action.  When  sympathy  is  stirred,  the  opportunity 
to  help  should  follow.  Sentiment  must  be  turned  into  action,  or  we 
or  others  are  not  lifted  to  a  higher  plane.  Then,  like  the  quaHty  of 
mercy  twice  blessed,  "  it  blesseth  him  that  gives,  and  hiin  that  takes." 
The  word,  the  truth  must  become  flesh,  as  with  the  Divine  Child. 
So  great  care  must  be  taken  that  religious  feeling  once  stirred  is  not 
allowed  to  evaporate.  The  spirit  of  service  or  nurture,  whether 
bestowed  upon  a  flower,  an  animal,  or  human  being,  must  become 
active  before  character  gets  its  real  "  set. "  The  life  of  childhood  may 
become  gradually  and  ahnost  vmconsciously  transformed  by  Chris- 
tian ideals  at  work  in  such  small  matters  as  watering  a  thirsty  plant 
or  protecting  a  dimib  animal. 

For  these  reasons  Christian  ideals  stirred  on  Stmday  should  enter 
into  the  bone  and  marrow  of  daily  living,  in  the  home  through  the 
week  —  not  through  moralizing  or  in  self-conscious  right-living,  but 


INTRODUCTION  xi 

through  ideals  which  inspire  the  self  to  act,  and  through  guidance 
from  above.  In  order  to  secure  this  end,  there  must  be  a  common 
conviction  and  understanding  between  teacher  and  parents.  To  get 
the  ideal  of  the  teacher  carried  over  into  the  hearts  and  minds  of  the 
parents  as  guiding  principles  in  the  home,  the  author  has  resorted 
to  the  idea  of  a  weekly  letter.  Through  this  medium  it  is  hoped  that 
parents  may  be  kept  informed  as  to  the  ideals  or  actions  the  teacher 
is  endeavoring  to  stimulate  in  the  children. 

If  this  co-operation  is  once  established  between  the  child-church 
and  the  child-home,  the  child  will  be  helped  on  his  onward  and  up- 
ward way,  seven  days  in  the  week.  With  an  intelligent,  sympathetic 
guide  at  each  end  of  the  line,  both  inspired  by  one  common  aim  and 
purpose,  the  little  feet  cannot  wander  far  astray  from  the  path  of 
righteousness,  and  the  beginnings  of  Christian  living  will  have  been 
started  in  the  small,  as  well  as  in  great  affairs  of  life. 

If  this  little  volume  can  be  the  means  of  stirring  the  humblest 
beginnings  in  this  direction,  those  who  have  planned  it  will  feel  more 
than  repaid  for  all  the  time  and  effort  which  have  been  so  freely 
bestowed  upon  it. 

PATTY   SMITH   HILL. 
New  York  City,  May,  1917. 


THE  GENERAL  PLAN  OF  THIS  COURSE 

In  planning  this  course  of  lessons,  the  first  and  most  vital  problem 
kept  constantly  in  mind  has  been  the  five-year-old  child  and  his 
characteristics,  physical,  mental  and  spiritual,  his  interests  and 
problems. 

The  material  for  this  Beginners'  course  has  been  selected  in  the 
light  of  experience  and  experiments  made  with  many  groups  of  Be- 
ginners, and  years  of  contact  with  young  children,  not  only  on 
Sundays  but  in  weekday  kindergartens  and  on  playgrotmds.  The 
stories,  songs,  prayers,  pictures  used  have  not  only  stood  the  test 
of  appealing  to  the  interest  and  appreciation  of  five-year-olds  on 
Sunday,  but  the  ideas  and  ideals  gained  during  the  hour  on  Sundays 
have  been  taken  home  and  relived  in  their  experiences  during  the 
week.  Again  and  again  the  children  have  come  back  and  told  us 
quite  naively  and  all  unconsciously  how  in  actions  or  occurrences 
they  have  lived  the  truth  or  ideal  we  had  talked  about  the  week 
before.  Concrete  instances  of  this  will  be  given  in  connection  with 
the  lesson  plans.  And  so  we  have  tried  to  have  our  material  not 
only  simple  and  good  in  itself,  but  of  such  a  nature  that  its  teach- 
ings will  be  carried  into  the  daily  life  of  the  pupils  at  home,  at 
school,  on  the  playground  and  elsewhere,  and  will  help  them  to  form 
right  habits  of  thinking,  feeling  and  doing  in  everyday  life,  and  to 
solve  the  problems  that  arise  in  the  life  of  every  child  at  this  period. 

The  habits  that  are  being  formed  in  the  immattu-e  little  child  are 
the  foundation  of  the  strong,  self-reliant  Christian  we  hope  will 
develop  later  on. 

So  this  plan  of  lessons. aims  at  continuity  between  the  pupil's 
weekday  experiences  and  his  experiences  in  the  class  on  Sunday. 
Unless  the  procedure  on  Sunday  is  close  to  the  daily  experiences  of 
the  five-year-olds  it  cannot  be  meaningful  enough  to  carry  over  into 
weekday  feeling,  thinking  and  doing. 

Too  often  in  our  anxiety  to  give  the  pupils  all  the  songs,  stories, 

1 


2  THE  GENERAL  PLAN  OF  THIS  COURSE 

prayers,  etc.,  which  we,  from  our  adult  point  of  view,  have  felt  that 
they  ought  to  have,  we  have  forgotten  the  immature  Httle  child  and 
his  needs  at  this  particular  time.  So  much  has  been  out  of  his  range 
of  experience  and  beyond  his  point  of  view  that  the  appeal  made 
has  been  very  slight. 

On  the  whole,  little  children  are  very  accommodating !  Especially 
if  we  have  a  pleasing  personality  they  are  willing  to  sit  on  Sundays 
and  listen  to  our  stories  and  to  try  to  sing  our  songs ;  so  we  are  often 
deceived  unless  we  know  what  is  best.  Recently  a  student  of  mine 
visited  a  Sunday  Beginners'  class  and  came  back  with  the  report 
of  a  class  of  twenty-five  or  thirty  children,  all  of  whom  were  sitting 
quietly  and  listening  to  the  telling  of  several  stories  in  rapid  succes- 
sion by  the  teacher.  The  stories  were  altogether  beyond  the 
children's  understanding.  I  remember  that  the  last  one  was  a 
graphic  account  of  the  stoning  of  Stephen.  The  next  day  my  young 
friend  asked  two  or  three  of  the  children,  who  were  in  her  weekday 
kindergarten,  about  the  stories  they  had  heard  on  Sunday,  and  the 
children  frankly  replied  that  they  didn't  loiow  what  the  stories 
meant.  That  teacher  undoubtedly  was  a  good,  conscientious 
teacher,  but  she  was  thinking  more  of  the  material  than  of  her 
pupils'  needs.  Our  first  and  supreme  responsibility  is  to  keep  con- 
stantly in  mind  our  children's  experience  and  their  point  of  view. 

Provision  must  be  made  for  plenty  of  free  expression  on  the  part 
of  the  children.  An  elderly  minister  came  to  visit  our  class  one 
Sunday  and,  when  I  had  an  opportunity  to  talk  with  him,  he  said, 
with  a  twinkle  in  his  eye,  "  It  seems  to  me  the  children  are  doing 
most  of  the  talking."  He  referred  to  our  conversation  period. 
But  I  am  sure  he  appreciated  that  the  pupils  were  getting  more  Ijccause 
they  were  contributing  so  much.  " 

The  teacher's  plan  must  be  a  flexible  one,  providing  for  the  chil- 
dren's contributions,  their  responses  and  questions,  and  accepting 
even  their  cruder  ideas.  For  we  can  have  no  adequate  impression 
without  expression.  Even  if  the  conversation  is  at  times  irrelevant 
to  the  special  topic,  or  if  the  special  topic  must  be  changed,  it  is 
far  more  worth  while  than  if  the  children  arc  sitting  and  passively 


THE  GENERAL  PLAN  OF  THIS  COURSE  3 

accepting  what  they  are  told.  Digression  there  must  be,  but  any 
teacher  can  become  skillful  in  training  children  to  keep  to  one  topic 
if  she  holds  them  only  a  few  minutes  at  a  time,  and  if  the  interest 
is  deep  to  begin  with.     (See  page  117.) 

Our  plan,  as  given  in  this  book,  is  a  very  flexible  one,  and  aims 
to  allow  freedom  for  testing  and  experiment  in  each  group  of  chil- 
dren with  whom  it  may  be  used. 

Comparatively  few  stories,  songs,  or  pictures,  for  the  year 
are  suggested,  but  reasons  for.  their  use  and  methods  for  using  them 
are  given.  It  is  expected  that,  having  been  given  principles  and 
standards  for  selection  of  material,  each  teacher  will  constantly  be 
searching  for  material  best  suited  for  use  in  her  own  group. 

As  will  be  seen,  no  elaborate  apparatus  will  be  required  to  carry 
out  this  plan.  Lists  of  materials  and  the  sources  are  given,  with 
suggestions  for  even  simpler  and  less  expensive  things. 

A  teacher  who  has  not  had  a  professional  kindergarten  training 
may  nevertheless  learn  what  to  do,  how  to  do  it,  and  why  it  is  done. 

It  is  hoped  that  this  course  will  prove  to  be  not  only  a  course  of 
lessons  for  Beginners,  but  a  course  for  training  the  teacher  of  Beginners. 

A  letter  to  the  parents  has  been  written  in  connection  with 
each  of  the  lessons.  It  is  felt  that  these  letters  as  they  are  taken 
home  each  Sunday  may  help  very  materially  to  create  a  stronger 
bond  between  the  home  and  the  school,  and  may  increase  the  interest 
of  parents  in  the  work  of  the  Beginners'  classes  by  letting  them  know 
what  our  aim  has  been  each  Sunday.  These  letters  also  give  sug- 
gestions by  which  the  parents  may  help  the  children  to  live  the 
truths  and  ideals  gained  on  Sunday. 

A  blank  page  is  left  on  each  of  the  letters  so  that  the  teacher  may 
insert  any  personal  communications  she  wishes  to  send  to  the  parents 
from  Sunday  to  Sunday. 

It  is  hoped  that  before  using  the  lessons  in  this  book  teachers 
will  carefully  read  over  the  chapters  telling  how  to  use  each  part 
of  the  program,  and  will  often  refer  to  them  during  the  year.  If 
possible  go  over  the  lessons  for  the  whole  year  in  advance  to  get 
an  idea  of  what  lessons  are  to  be  taught.     It  may  sometimes  be 


4  THE  GENERAL  PLAN  OF  THIS  COURSE 

better  to  change  the  order  of  lessons  when  the  children's  interests 
and  needs  suggest  a  change.  For  instance,  if  the  question  of  obe- 
dience comes  up,  those  lessons  may  be  used  earlier  in  the  year.  The 
only  lessons  that  necessarily  should  not  be  changed  are  those  leading 
up  to  Thanksgiving,  Christmas  and  Easter. 


CHARACTERISTICS  OF  FIVE-YEAR-OLDS 

Two  of  the  most  important  characteristics  of  this  period  are  the 
child's  constant  activity  and  his  strongly  individualistic  and  impulsive 
tendencies. 

Both  body  and  brain  are  groMdng  rapidly  and  the  larger  muscles 
are  developing.  Under  these  conditions  the  child  is  driven  to  con- 
stant activity  and  is  made  restless  when  kept  still  for  more  than  a 
few  minutes. 

These  facts  we  must  keep  in  mind  in  planning  our  program.  We 
must  provide  for  plenty  of  change  and  plenty  of  bodily  activity. 

Since  the  larger  muscles  are  developing,  no  handwork  requiring 
the  use  of  the  small  muscles  should  be  included  in  the  plan. 

The  five-year-old  is  beginning  to  develop  a  social  consciousness, 
but  at  this  age  he  is  legitimately  much  more  concerned  with  himself 
and  his  own  interests.  But  the  fact  that  a  five-year-old  is  still 
too  impulsive  to  think  long  at  a  time  about  the  pleasures  and  pains 
of  others  does  not  render  him  incapable  of  responding  with  sym- 
pathy and  generosity. 

Because  of  his  limited  background  of  knowledge  and  experience 
he  is  very  credulous  and  believes  anything  that  is  told  him.  There- 
fore he  has  great  capacity  for  fear  and  for  faith. 

He  is  curious,  imaginative  and  emotional.  Laughter  and  tears 
lie  near  the  surface,  ready  to  break  out  at  any  time.  The  child 
at  this  period  has  little  power  of  inhibition,  that  is,  it  is  difficult  for 
him  to  repress  or  restrain  his  impulses.  He  is  impulsive  and  reacts 
quickly  and  spontaneously  to  any  situation. 

He  lives  in  a  world  of  fancy  and  play  from  morning  till  night  — 
is  very  dramatic  and  is  constantly  trying  on  and  playing  out  the 
grown-up  world  he  sees  about  him. 

He  is  strongly  susceptible  to  influences  and  environment,  and  is 
capable  of  unconsciously   absorbing  much  of  good  or  of  evil.     Im- 

6 


6  CHARACTERISTICS  OF  FIVE-YEAR-OLDS 

pressions  gained  now  often  last  through  Hfc.  The  impulse  to  imitate 
whatever  is  seen  or  heard  is  strong. 

We  must  begin  now  to  help  our  pupils  to  form  right  habits  in 
connection  with  impulses  that  are  beginning  to  appear : —  the  impulse 
to  be  kind,  to  obey,  to  share  —  for  these  are  the  legitimate  virtues 
of  this  period.  One  of  the  laws  of  habit  fonnation  especially 
important  at  this  period  is  to  make  the  reaction  pleasurable.  Thus, 
when  a  child  obeys,  have  a  pleasure  naturally  result;  when  he 
disobeys,  let  pain  or  an  unpleasant  result  be  the  natural  outcome. 
One  of  the  first  laws  of  his  nature  drives  him  to  avoid  unpleasantness 
and  pain,  and  the  habit  of  obeying  rather  than  disobeying  will  result. 

The  teacher  must  work  with  the  growing  impulses  and  tendencies, 
helping  her  pupils  to  strengthen  those  that  work  for  good,  and  help- 
ing them  to  restrain  impulses  that  are  injurious  to  mind  and  body. 
^The  teacher  must  constantly  keep  in  mind,  not  a  set  of  ideas 
to  be  taught,  but  the  present  needs  of  the  active,  restless,  impulsive 
and  sensitive  little  pupils  in  her  charge.  "  All  great  things  start 
in  small,  almost  imperceptible  beginnings,  which  are  not  the  less 
important  because  of  their  humble  origin." 

We  want  to-  help  to  socialize  and  to  Christianize  our  Beginners 
in  the  little  everyday  experiences  of  child  life,  and  so  lay  the  foimda- 
tion  for  larger  virtues  and  ideals  later. 


MUSIC  FOR  BEGINNERS 

Why  do  we  include  music  in  our  service  of  worship  for  Beginners? 
Why  do  we  sing?  Why  do  we  Hsten  to  music?  We  have  music 
for  expression,  for  interpretation  and  for  appreciation. 

Music  is  the  oldest  of  the  arts,  one  of  our  great,  fundamental  race 
experiences,  and  so  it  is  the  birthright  of  every  child  to  be  given  the 
best  in  music. 

Music  is  essentially  a  language  of  the  emotions;  it  belongs  with 
the.  things  that  lie  deepest  in  the  soul  of  man.  Its  great  power 
to  soften,  ennoble  and  tiplift  makes  it  stand  in  close  relation  to  char- 
acter building. 

Through  music  all  that  is  highest  and  noblest  in  human  life  may 
be  expressed.  The  best  music  increases  the  power  to  enjoy  uplifting 
pleasures  and  ideals;  while  the  opposite  is  true,  music  may  in  form 
and  appeal  be  indifferent  or  even  degrading.  "  Ideals  put  in  m.usical 
form  in  early  life  strike  deep  in  memory  and  leave  an  almost  in- 
delible impression." 

Music,  too,  is  more  socializing  than  the  other  arts.  It  has  great 
power  in  unifying  a  group.  "  When  people  sing  together  a  sort  of 
social  rapport  is  established." 

We  know  that  very  young  babies  respond  to  music  and  are  stimu- 
lated or  quieted  when  m.elodies  are  gay  or  soothing.  Children  under 
two  years  of  age  are  often  able  to  hum  a  simple  melody  correctly. 

Since  music  inakes  such  a  strong  appeal  to  young  children,  and 
since  it  may  become  an  uplifting  and  permanent  power  through 
life,  how  important  it  is  that  the  music  used  in  the  Beginners'  Depart- 
ment should  be  well  chosen  and  should  meet  the  needs  of  children 
of  this  age  mentally  and  emotionally.  Unless  we  meet  children 
on  their  own  plane  in  giving  them  songs  and  hymns  to  leam,  how 
can  we  expect  them  to  worship  the  Heavenly  Father  in  their  singing  ? 

Too  often  music  in  the  Beginners'  Department  of  the  Sunday 
School  is  poor  in  quality,  too  long,  and  unsuited  to  children's  voices. 

7 


8  MUSIC  FOR  BEGINNERS 

Too  many  songs  are  sung,  and  they  are  poorly  sung,  because  there 
are  too  many,  and  because  they  have  not  been  properly  learned. 

It  is  well  to  remember  that  children's  voices  are  natiurally  pitched 
high  and  are  light.  Beginners  should  not  be  expected  to  sing  the 
lower  tones  at  any  time.  Positive  and  permanent  injury  to  their 
voices  often  resvdts  when  children  are  asked  to  sing  songs  that  are 
pitched  too  low.  The  vocal  cords  are  still  immatiu-e  and  imstable 
and  an  unnatural  strain  on  them  results  in  irreparable  injiu-y. 

The  principles  on  which  we  should  base  our  selection  of  songs  and 
hjTTins  and  which  may  be  easily  applied  as  a  test  in  selecting  songs 
for  young  children  are: 

1.  All  songs  and  hymns  should  be  short. 

2.  The  ideas  expressed  in  \'erse  should  be  good  and  should  be 
within  the  experience  and  understanding  of  the  pupils. 

3.  The  music  should  be  simple  in  form  and  good. 

4.  Songs  and  h^Tmis  should  always  embody  a  wholesome  mood 
or  feeling. 

5.  Care  should  always  be  taken  to  have  songs  and  h}Tnns  written 
in  the  right  key. 

6.  Ordinarily  the  compass  should  be  between  E  or  Eb  and  Frf. 

7.  Use  few  songs  during  the  year,  not  more  than  ten  or  twelve. 
Encourage  the  children  to  sing  earnestly  and  with  interest,  but 

never  vociferously.  Aim  to  have  the  words  sung  sweetly,  clearly 
and  distinctly,  but  never  in  loud  tones. 

The  children  whp  are  musical  will  quickly  learn  the  hymns,  es- 
pecially if  the  words  are  printed  or  written  out  and  taken  home 
to  be  learned.  Let  those  who  are  able  to  sing  words  and  music 
correctly  sing  together  and  have  the  others  listen.  Let  more  chil- 
dren join  this  little  choir  as  they  learn  the  hymns;  also  let  different 
children  sing  alone  to  the  others,  taking  care  to  keep  them  uncon- 
scious of  themselves.  (See  first  lessons.)  Alternate  standing  and 
sitting  diuing  the  singing  periods  will  prevent  restlessness  and 
bad  posture,  which  make  good  tone  production  impossible.  It  is 
usually  not  well  to  have  the  children  sing  while  marching  or  dvtring 
other  rhythmic  exercises.  However,  the  teacher  may  sing  to  them 
with  great  benefit. 


MUSIC  FOR  BEGINNERS  9 

When  the  teacher  herself  is  musical,  much  may  be  done  without 
a  piano,  but  much  more  may  be  done  with  one.  The  pianist  should 
have  sufficient  skill  to  accompany  the  children's  voices  easily  and 
naturally.  All  of  the  music  used  in  the  Beginners'  Departmenf: 
should  be  simple,  that  it  may  be  well  played. 

The  songs,  hymns,  selections  for  quiet  music,  and  rhythms  in- 
cluded in  this  course  (pages  41-52)  have  been  successfully  used  in 
our  Beginners'  classes,  and  it  is  hoped  that  they  may  be  suggestive 
and  useful  to  other  teachers  of  beginners. 

Other  songs  to  which  reference  is  made  in  the  course  are: 

"  Good  Morning  to  All"  ("Goodbye  to  All"  may  be  sung  to 

the  same  music) ; 
"Weather  Song." 
Both  of  these  are  In  "  Song  Stories  for  the  Kindergarten  " 
by  Mildred  J.  and  Patty  S.  Hill. 

"  Can  a  Little  Child  Like  Me?" 
"  Little  Lambs  so  White  and  Fair." 
Both  of  these  are  in  "Songs  and  Games  for  Little  Ones  " 
by  Walker  and  Jenks. 

Quiet  music  and  rhythms : 

"  Church  Bells." 
"  Flying  Song." 
Both  of  these  are  In  "  Song  Stories  for  the  Kindergarten," 
by  Mildred  J.  and  Patty  S.  Hill. 

"  To  a  Wild  Rose,"  MacDowell. 

"  Spring  Song,"  Mendelssohn. 

"  Largo,"   Handel. 

"  Traumerei,"  Schumann. 

"  Theme  and  Variations  in  B  Major,"  Schubert. 

"  Wedding  March,"  Grieg. 


HOW  TO  TEACH  A  HYMN 

Have  the  assistant  play  the  hymn  two  or  three  times,  either  for 
4uiet  music  at  the  opening  of  the  session  or  directly  after  the  little 
service  of  worship.  Let  the  children  first  simply  listen  to  the  music. 
Then  ask  if  they  would  lilce  to  hear  the  story  the  music  tells.  Repeat 
the  words,  to  let  the  children  get  the  content,  just  to  find  what  the 
story  tells  about.  Then  converse  about  the  hymn  xmtil  every  child 
gets  the  meaning.  Then  the  teacher  may  sing  the  hymn.  The 
right  kind  of  song  or  hymn  will  be  short  and  it  may  be  repeated 
several  times.  Be  perfectly  sure  that  the  meaning  of  every  word 
is  understood,  and  that  the  children  are  pronoimcing  the  words 
correctly  as  they  repeat  them  after  you.  Spend  only  a  few  minutes 
at  a  time  on  a  hymn,  and  then  go  back  to  it  again  later  in  the 
session. 

A  few  songs  and  h^inns,  ten  or  twelve  at  the  most  during  the 
year,  well  chosen  and  well  learned  are  a  really  valuable  asset  for 
the  children.  They  do  not  get  tired  of  them.  It  is  we  teachers 
who  get  tired  of  the  old  songs  and  want  to  teach  new  ones.  Because 
we  have  the  children  only  once  a  week,  there  is  not,  as  a  rule,  time  to 
teach  more  hymns  sufficiently  well  to  have  them  well  learned. 

Several  songs  and  hymns  have  been  reprinted  in  this  book.  Ex- 
perience has  shown  that  they  not  only  meet  the  requirement  as  to 
music  and  words,  but  also  that  they  make  a  strong  appeal  to  the 
children. 

No  one  book  can  be  recommended  as  containing  many  hymns 
that  are  adapted  to  Beginners,  but  many  kindergarten  song  books 
do  contain  a  few  that  are  worth  while. 

Among  those  that  may  be  suggested  are : 

First  Year  Music.     Hollis  Dann. 

Song  Stories  for  the  Kindergarten.  Mildred  J.  and  Patty 
S.  Hill.    ' 

10 


HOW  TO  TEACH  A  HYMN  11 

Songs  for  Our  Little  Ones.     Walker  and  Jenks. 

Songs  for  Little  People.  Frances  Weld  Danielson  and  Grace 
Wilber  Conant. 

Many  other  kindergarten  song  books  contain  a  few  suitable  songs 
or  hymns. 


STORY-TELLING  IN  THE  BEGINNERS'  CLASS 

Why  do  we  tell  stories  in  the  Beginners'  class?  First  of  all,  just 
because  of  the  pure  joy  the  children  have  in  listening  to  stories.  It 
is  as  natural  for  children  to  listen  to  stories  and  to  tell  them  as  it  is 
for  them  to  breathe.  They  live  in  a  world  of  dramas  and  stories. 
Jingles  and  rhymes  as  well  as  short  stories  make  an  appeal  very  early. 

We  well  know  that  the  quickest  way  to  win  ovir  pupils  is  to  tell 
them  stories.  Even  the  hostile  or  shy  child  cannot  long  withstand 
an  alluring  story. 

Children  not  only  love  to  listen  to  stories,  they  like  to  retell  them, 
to  illustrate  them  with  drawings  and  to  dramatize  them,  and  great 
value  lies  in  this  means  of  reproducing  them,  as  will  be  seen  later. 

Stor}'-telling  is  one  of  the  oldest  of  the  arts.  It  has  been  practiced 
and  enjoyed  through  cotmtless  generations,  even  back  in  primitive 
society,  by  old  and  young  alike. 

It  has  always  been  one  of  the  most  concrete  ways  of  teaching. 
Long  before  there  were  schools,  story-telling  was  practiced  in  the 
home  and  community,  as  a  means  of  teaching.  Our  many  legends, 
mylhs,  folk  tales  and  fables  have  come  do%vn  to  us  through  genera- 
tions, because  it  has  seemed  worth  while  for  each  generation  to 
pass  them  on  to  its  youth. 

The  race  has  realized  that  "  in  story-telling  is  the  earliest,  the 
simplest  and,  as  far  as  moral  influence  is  concerned,  the  most  uni- 
versally effective  means  of  impressing  upon  a  new  generation  the 
lessons  that  have  been  learned  by  those  who  have  gone  before. ' ' 

The  greatest  of  all  story-tellers  is  Jesus.  Yet  "  from  time  to  time 
prophet  and  sage,  preacher  and  statesman  have  made  it  their  tool 
for  shaping  human  conduct  and  character." 

Jesus  used  story-telling  as  a  means  of  teaching  old  and  yoimg,  and 
the  appeal  of  his  parables  and  their  influence  on  life  and  character 
in  his  time  have  gro^vn  and  strengthened  with  their  use  through  the 
generations  that  have  followed. 

12 


STORY-TELLING  IN  THE  BEGINNERS'  CLASS        13 

Story-telling  has  always  been  one  of  the  most  effective  ways  of 
enlarging  and  interpreting  experience.  We  adults  interpret  our 
experience  and  enlarge  it  in  many  ways  through  literature  of  all 
kinds  —  history,  biography,  fiction,  etc.  An  adult  has  a  large  back- 
ground of  knowledge  and  experience  which  gives  meaning  to  imagined 
situations  of  which  he  has  not  directly  been  a  part.  For  this 
reason  he  can  give  intelligent  appreciation  to  a  wide  range  of  stories. 

It  is  not  so  with  a  little  child.  His  experience  is  very  limited.  He 
has  come  in  contact  with  comparatively  few  persons,  places  and 
situations.  His  sense  of  and  control  of  language  also  are  weak. 
The  stories  he  hears  must  have  elements  common  to  his  relatively 
narrow  life  if  they  are  to  have  meaning. 

Not  only  does  the  experience  of  a  little  child  differ  from  that  of 
an  adult,  but  experiences  of  children  differ.  There  are  children 
who  come  from  homes  of  laborers  and  children  who  come  from  homes 
of  employers,  children  who  have  city  experiences  and  children  who 
live  in  the  country,  American  and  foreign-bom  children.  All  of 
these  facts  must  be  taken  into  consideration  in  telling  stories.  Again, 
this  does  not  mean  that  every  fact  must  be  a  familiar  one;  a  child's 
imagination  and  the  help  of  pictures  go  a  long  way  toward  creating 
a  real  bond  between  the  child  and  what  is  unfamiliar  in  the  story, 
but  there  must  be  a  general  correspondence  between  the  life  por- 
trayed in  the  story  and  the  child's  life.  There  must  be  a  familiar 
and  known  element  as  well  as  an  unknown  one. 

Mr.  St.  John,  in  his  book  on  stories  and  story-telling,  groups  stories 
for  use  in  moral  and  religious  education  under  two  heads;  Idealistic 
and  realistic  stories.  The  important  forms  of  idealistic  stories  are 
fairy  and  folk  tales,  myths,  legends,  fables  and  allegories.  The 
last  four  are  for  the  most  part  suited  to  older  children  only.  Mr. 
St.  John  says  that  idealistic  stories  are  sometimes  considered  un- 
suited  to  use  in  teaching  morals  because  they  are  not  literally  true 
to  fact.  However,  most  fairy  and  folk  tales,  either  modem  or  those 
of  early  origin,  have  this  moral  quality  in  that  virtue  is  always  re- 
warded and  wrongdoing  receives  its  punishment.  In  fairy  tales 
retribution  comes  quickly,  in  contrast  to  a  longer  time  elapsing  in 


14        vSTORY-TELLING  IN  THE  BEGINNERS'  CLASS 

realistic  stories.  Therefore  a  fairy  tale  may  i)oint  a  moral  more 
effectively  than  a  story  drawn  from  real  life.  "  Such  stories  need 
never  mislead  the  children,  for  they  are  capable  of  realizing  that  a 
story  may  be  fictitious  without  being  false.  If  told  with  emphasis 
upon  the  inner  meaning  and  with  no  insistence  upon  literal  fact  or 
correctness  of  detail,  they  will  carry  their  messages  more  effectively 
than  exact  records  of  actual  happenings  of  life.  So  the  teacher 
may  seek  with  confidence  for  ^-aluable  material  among  stories  of 
this  class." 

Realistic  stories  are  drawn  from  history,  biography,  personal 
reminiscences  and  true  stories  of  animal  life.  "  Besides  suggesting 
a  principle,  they  indicate  how  it  may  receive  specific  application 
in  life." —  "  Stories  must  not  only  be  true,  they  must  seem  to  be 
true.  It  is  not  the  startling,  but  that  which  does  not  test  credulity, 
that  is  impressive  here." 

To  narrow  our  problem  of  story-telling  for  five-year-olds  in  the 
Beginners'  class,  material  must  be  chosen,  keeping  in  mind  the 
experiences  and  problems  of  five-year-olds  in  our  group.  The 
material  for  stories  in  this  book  has  been  successfully  used  with 
different  groups  of  five-year-olds  in  the  Sunday  School. 

How  shall  we  determine  what  Bible  stories  to  include  in  our  Begin- 
ners' course?  Many  people  say  that  we  may  tell  five-year-olds  all 
the  Bible  stories  to  which  they  will  listen.  But  surely  we  must  know 
why  the  children  listen  before  we  can  ascertain  what  the  effect  upon 
character  will  be,  and  this  is  as  true  of  Bible  stories  as  of  other  stories. 
Children  enjoy  all  kinds  of  stories  and  will  listen  attentively  some- 
times to  stories  that  are  beyond  them  —  stories  the  meaning  of 
which  they  cannot  possibly  take  in  until  they  are  much  older.  The 
point  is  that  we  may  be  deceived  when  children  listen  to  our  stories. 
They  are  such  accommodating  little  creatures  that  they  want  to 
please  us.  Moreover,  they  enjoy  mere  movement  and  "  go,"  regard- 
less of  meaning.  This  is  especially  true  in  Simday  School,  where 
there  is  greater  fonnality  and  therefore  we  may  not  as  easily  know 
what  is  going  on  in  their  little  minds. 

Not  long  ago  I  heard  of  a  little  boy  who  is  very  fond  of  reading 


STORY-TELLING  IN  THE  BEGINNERS'  CLASS        15 

to  his  younger  sister  at  bedtime.  This  winter  he  has  been  reading 
the  Book  of  Psalms  night  after  night,  beginning  with  the  first 
Psahn.  Both  children  said  they  did  not  understand  very  well 
what  the  Psalms  mean.  The  reader  said  he  liked  the  sound  of 
the  words.  Lois,  being  somewhat  younger,  could  have  understood 
very  little,  but  her  devotion  to  her  brother,  and  that  alone,  made 
her  listen  night  after  night  to  his  reading. 

So  we  must  not  be  deceived  into  thinking  that,  just  because  the 
pupils  are  listening  to  our  stories  on  Sunday,  they  are  necessarily 
effective  ones  and  are  producing  the  desired  fruitage.  The  definite 
aim  must  be  to  choose  for  each  Sunday  a  story  that  has  a  direct 
relation  to  the  particular  child-life  problem  with  which  we  deal  on 
that  particular  day.  If  we  always  follow  this  principle,  we  shall 
not  hesitate  to  draw  stories  from  many  different  sources.  Most  of 
the  Bible  was  not  written  for  Beginners,  but  for  older  people.  It 
contains  a  few  stories  for  children  as  young  as  this.  These  stories 
will  be  found  in  the  present  series.  Other  Bible  stories  are  as  in- 
teresting to  Beginners.  But  the  ones  we  have  included,  taken  in 
connection  with  their  family  experiences  and  the  seasonal  interest, 
will  enter  more  vitally  into  the  five-year-old's  efforts  to  be  obedient, 
helpful  and  kind.  If  we  postpone  telling  the  other  wonderful  Bible 
stories  until  the  child  is  a  year  or  more  older  he  will  greet  them  with 
greater  delight  because  they  come  to  him  as  something  new  and 
fresh. 

Experience  has  shown  that  one  telling  of  a  story  on  Sunday  is 
not  sufficient  for  the  children  to  get  it  and  make  it  their  own.  The 
repetition  the  second  Sunday  not  only  gives  the  children  pleasure, 
but  helps  them  to  master  the  story  we  have  felt  it  worth  while  to 
tell  the  first  Sunday.  The  time  intervening  during  the  week  gives 
the  truth  or  ideal  emphasized  on  Sunday  a  better  opportunity  to 
enter  into  the  life  of  the  children  in  different  ways.  The  second 
Sunday  you  will  get  a  reaction  from  them.  They  will  be  glad  to 
tell  how  they  "  have  been  kind  "  or  how  they  "  have  obeyed." 
Retelling  the  story  will  impress  the  truth  still  further. 

Professor  Patty  S.  Hill  says,  "  We  would  suggest  fewer  stories,  more 


1()        STORY-TELLING  IN  THE  BEGINNERS'  CLASS 

closely  related  to  and  interpretati\-e  of  child  life  and  child  problems, 
well  told,  and  so  frequently  told  that  the  child  conies  to  possess  them 
not  only  in  the  content,  but  in  the  literary  form." 

Though  the  children's  expression  in  retelling  the  story  may  be 
crude,  it  seems  to  me  that  there  are  times  when  it  is  worth  while 
for  the  pupils  to  dramatize  the  stories,  retell  them  verbally  and 
illustrate  them  with  drawings,  for  only  through  these  crude  expres- 
sions can  the  child  get  control  of  the  idea,  and  only  so  can  we  know 
just  what  impressions  the  children  are  getting,  how  to  make  them 
clear,  and  how  to  raise  their  ideas  and  ideals  to  a  higher  plane. 
(See  "  Handwork,"  page  28,  and  "  Playing  the  Stories,"  page  20.) 

Some  of  the  ethical  values  of  stories  depend  upon : 

1.  The  joy  they  afford  the  listener,  which  makes  him  open  to 
the  good  influences  embodied  in  the  story. 

2.  The  wholesome  emotions  they  stimulate,  the  pleasure  and 
pain  which  may  enrich  the  child's  life  just  in  passing,  without  being 
unduly  prolonged. 

3.  Their  tendency  to  create  attitudes  of  mind  toward  what  is 
right  and  good  as  well  as  toward  w^hat  is  evil. 

4.  Broadening  the  s^Tnpathy  by  seeing  in  the  stories  other  lives, 
different,  yet  like  our  o^vn. 

5.  Specific  activities  promptly  induced  in  the  child  whereby  these 
attitudes  are  expressed,  confirmed  and  wrought  into  habits. 

().  If  we  have  chosen  the  story  wisely  and  have  told  it  well,  there 
is  e\'ery  reason  to  believe  that  it  will  go  home  with  the  pupils,  and 
there  be  retold  to  parents,  brothers  and  sisters,  and  relived  in 
thought  and  play  during  the  week. 


SUGGESTIONS  FOR  STORY-TELLING 

1.  Be  sure  of  your  story,  that  it  is  good  in  itself,  and  suited  to 
the  needs  and  experience  of  your  particular  group  of  children.  "  The 
story  must  include  a  beginning  which  stimulates  interest,  a  succes- 
sion of  events  orderly  and  complete,  a  climax,  the  story's  point, 
and  an  ending  that  is  satisfying." 

2.  Know  your  story  well,  and  ordinarily  tell  it,  do  not  read  it. 
You  can  live  your  story  better  with  the  children  if  you  tell  it.  It 
is  not  always  necessary  to  memorize  stories  absolutely,  but  remember 
that  the  words  and  phrases  may  have  been  chosen,  and  the  repetitions 
introduced,  for  specific  purposes. 

3.  Take  your  story  seriously  when  you  are  telling  it.  Story- 
telling is  an  art  and  one  must  always  enter  into  the  spirit  of  it.  There 
must  be  as  deliberate  control  of  each  detail  of  a  story  as  there  is  in  a 
painting  or  a  piece  of  sculpture.  "  A  story  is  a  work  of  art.  Its 
greatest  use  to  the  child  is  in  the  everlasting  appeal  to  beauty  by 
which  the  soul  of  man  is  constantly  pricked  to  new  hungers,  quickened 
to  new  perceptions,  and  so  given  desire  to  grow." 

4.  Tell  your  story  simply,  naturally  and  directly.  Try  to  forget 
yourself.  The  images  must  be  vivid  in  the  mind  of  the  story-teller 
and  the  language  simple  and  well  chosen. 

5.  Use  direct  discourse.  Allowing  the  persons  in  the  story, 
and  even  animals  and  plants,  to  speak  for  themselves  gives  reality  to 
the  situation,  and  makes  the  personality  of  the  story-teller  less 
intrusive. 

6.  Take  time  to  tell  your  story.  Ne^^er  hurry.  Children  are 
weak  in  their  control  of  language,  so  that  they  need  to  hear  every 
word.     To  hurry  through  a  story  takes  from  the  impressiveness  of  it. 

7.  If  you  make  a  mistake  or  forget  part  of  your  story,  go  on 
with  it  as  though  an  error  had  not  been  made. 

8.  Do  not  moralize.  If  the  story  is  suited  to  your  children 
they  will  spontaneously  draw  their  own  conclusions  and  form  their 
own  moral  judgments. 

17 


18  SUGGESTIONS  FOR  STORY-TELLING 

9.  Have  the  story  groups  small  and  have  the  children  sit  as  close 
to  you  as  is  comfortable  for  them  and  for  yoti.  A  group  of  twelve 
or  fifteen  is  large  enough  for  social  effectiveness.  A  group  of  twenty 
to  thirty  is  too  large  for  adequate  attention  to  be  given  to  individual 
children. 

10.  Repetition  of  the  moral  keynote  in  the  story  is  effective, 
for  it  gives  the  children  pleasure,  and  it  gives  them  a  feeling  of  control. 

REFERENCE  BOOKS  ON  STORY-TELLING  AND 
STORIES  TO  TELL 

How  TO  Tell  Stories  to  Children.    Sara  Cone  Bryant. 

Stories  to  Tell  to  Children.     Sara  Cone  Bryant. 

Best  Stories  to  Tell  to  Children.     Sara  Cone  Bryant. 

Stories  and  Story-Telling  in  Moral  and  Religious  Educa- 
tion.    Edward  P.  St.  John.    • 

Story-Telling:  What  to  Tell  and  How  to  Tell  It.  Edna 
Lyman. 

Telling  Bible  Stories.     Louise  Seymour  Houghton. 

Stories  and  Story-Telling.     Angela  M.  Keyes. 

Golden  Windows.     Laura  E.  Richards. 

The  Silver  Crown.     Laura  E.  Richards. 

The  Story  Garden.     Maud  Lindsay. 

Mother  Stories.     Maud  Lindsay. 

More  Mother  Stories.     Maud  Lindsay. 

Tell  Me  a  True  Story.     Mary  Stewart. 

Once  Upon  a  Time  Tales.     Mary  Stewart. 

The  Castle  of  Zion.     George  Hodges. 

When  the  King  Came.     George  Hodges. 

Child's  Christ  Tales.     Andrea  Hofer  Proudfoot. 

All  about  Johnnie  Jones.     Caroline  Verhoeff. 

For    the    Children's    Hour.     Carolyn  S.  Bailey  and  Clara  M. 

Lewis. 
Andersen's  Fairy  Tales.     Mrs.  Turijin. 
Little  Folk's  Christmas  Stories  and  Plays.    Ada  M.  Skinner. 


SUGGESTIONS  FOR  STORY-TELLING^  19 

The  Children's  Book  of  Thanksgiving  Stories.  Asa  D.  Dick- 
inson. 

The  Children's  Book  of  Christmas  Stories.  Dickinson  & 
Skinner. 

Manual  of  Stories.  William  B.  Forbush.  American  Institute  of 
Child  Life,  Philadelphia. 

The  Story  Hour.     K.  D.  Wiggin. 

In  the  Child's  World.     Emilie  Poulsson. 

The  Emerald  Story  Book.  Ada  M.  Skinner  and  Eleanor  L. 
Skinner. 


PLAYING  THE  STORIES 

Little  children  constantly  play  the  stories  that  have  been  told 
to  them ;  they  even  originate  and  play  stories  of  their  own. 

The  Sunday-school  experiences  are  very  frequently  taken  home 
and  relived  by  "  playing  Sunday  School,"  or  the  story  is  dramatized 
at  home.  Try  to  find  out  from  the  parents  just  how  the  plays  have 
been  worked  out.  You  will  then  know  in  part  w^hat  the  story  or 
the  Sunday  School  means  to  these  children. 

The  way  may  easily  be  opened  for  such  free  self-expression  during 
the  Sunday  sessions.  "  Dramatizing  a  story '  involves  nothing  for- 
mal, nothing  cut-and-dried,  nothing  theatric,  no  training  at  all, 
but  only  a  naive  outward  expression  of  the  main  points  of  the  story 
as  the  children  understand  and  feel  it." 

An  inexperienced  teacher  may  easily  use  this  naethod  by  following 
the  simple  directions  given  below;  the  children  will  do  the  rest. 

Any  attempts  the  children  make  to  dramatize  stories  or  verses 
on  Sunday  will  be  spontaneous,  never  planned  for  except  as  they 
want  to  play  them  again  to  play  them  better  or  as  suggestions  are 
made  by  teacher  or  children  to  this  end. 

Experience  has  shown  that  it  is  not  well  to  have  any  dramatization 
when  there  are  visitors  in  the  room.  The  children  must  be  perfectly 
free  from  self-consciousness  when  they  are  playing,  and  this  will 
not  be  possible  when  they  are  being  observed  by  strangers  or  even 
by  members  of  their  families.  We  put  up  a  "  no  visitors  "  sign  when 
we  wish  to  be  alone  for  any  special  purpose. 

Only  a  few  suggestions  can  be  given  here,  but  others  will  be  in- 
cluded in  the  lessons,  and  teachers  and  children  can  work  out  many 
more  for  themselves. 

Early  in  the  year,  when  we  are  talking  about  our  families,  the 
children  enjoy  playing  family,  as  has  been  suggested  in  the  first 
lessons.  One  child  is  chosen  for  the  father,  another  for  the  mother, 
and  a  brother,  sister  and  baby  are  usually  necessary  to  complete 

20 


PLAYING  THE  STORIES  21 

the  family.  Sometimes  the  family  just  stands  up  in  the  circle  in 
a  row,  and  as  we  sing  our  "  Family  Song  "  (see  "  First  Year  Music," 
Hollis  Dann),  each  member  of  the  family  in  turn  bows  to  us. 

On  one  occasion  the  mother  in  the  family  said,  "  Let's  play  we 
live  over  on  the  other  side  of  the  room  and  get  ready  to  go  to  church." 
She  was  a  very  energetic  little  mother  and  a  very  dramatic  little 
person.  She  quickly  went  through  the  motions  of  getting  her  chil- 
dren washed,  dressed,  then  gave  them  their  breakfast,  so  that  when 
we  in  the  circle  played  we  were  ringing  the  church  bells,  the  family 
was  ready  to  start  for  church.  There  may  be  two  or  three  families 
at  a  time,  if  each  member  plays  his  part  well  and  there  is  no  confusion. 
Unless  the  play  is  carried  on  properly,  it  should  be  stopped  immedi- 
ately. Other  ideas  for  family  plays  may  be  worked  out  by  the 
children. 

Playing  shepherd  and  sheep  is  another  suggestion  that  comes 
when  we  have  had  the  story  of  the  shepherd.  One  child  is  chosen 
for  a  shepherd  and  he  chooses  his  sheep.  The  circle  of  children  may 
be  the  sheepfold,  and  the  shepherd  and  his  sheep  start  out  tlirough 
the  gate.  Before  the  play  begins  we  talk  about  what  a  shepherd 
must  do  and  what  sheep  must  do.  A  shepherd  must  watch  his 
sheep  and  take  them  to  safe  places  and  green  pastures  and  where 
there  is  water.  The  sheep  must  "  listen  and  obey,  following  where 
he  leads  the  way."  The  shepherd  will  take  them  perhaps  to 
a  watering  trough  (a  child  holding  his  hands  clasped  before  him 
for  the  enclosure),  or  they  may  all  go  and  lie  down  under  trees 
(other  children  standing  with  amis  outstretched  for  branches). 
Then  at  night  they  all  come  back  to  the  sheejDfold.  This  play  will 
take  only  a  very  few  minutes,  and  many  children  of  the  group  may 
participate  in  it. 

Again,  in  the  fall  when  the  birds  are  flying  south  the  children  may 
play  that  they  are  flying  off  toward  the  south.  This  may  be  done 
to  music.  For  the  spring  the  making  of  a  garden  of  children  is  an 
exercise  that  may  be  used  for  the  rest  time.  We  d'.g  imaginary 
holes  inside  the  circle;  then  the  children  who  are  chosen  to  be  seeds 
are  nnt  in  the  holes  and  carefully  covered  with  imaginary  earth 


22  PLAYING  THE  STORIES 

and  watered  by  raindrops  (children  in  the  circle  reaching  high  above 
their  heads,  then  letting  their  fingers  come  dancing  down  to  the 
floor  and  making  a  pattering  sotmd).  We  have  soft  music  which 
sounds  like  pattering  raindrops.  Slowly  the  plants  grow  and  flowers 
open.  Sometimes  we  just  enjoy  them  in  the  garden,  and  again  we 
pretend  to  pick  them  to  give  away. 

Another  story  that  may  be  dramatized  is  a  story  of  a  father  and 
mother  bird  and  the  Httle  ones  in  a  nest  made  for  them  by  the  parent 
birds.  The  story  of  "  How  Twelve  Ducklings  Learned  to  Hide  " 
(see  lessons  XX,  XXI)  is  another  that  the  children  ask  to  play. 
This  story  has  been  played  over  and  over  at  home.  In  one  small 
family  father  and  mother  have  to  help  out  by  being  ducks. 

"The  Selfish  Giant"  (see  lesson  XXVII)  maybe  dramatized 
easily.  Children  at  this  age  care  very  little  for  things  to  use  as 
setting  or  properties.  Anything  and  sometimes  everything  may  be 
imaginary,  or  whatever  is  at  hand  may  be  used  with  satisfaction. 

Always  let  the  suggestion  as  to  how  these  stories  shall  be  played 
come  from  the  children.  They  will  think  of  ways  and  means  that 
will  not  occur  to  you,  though  at  times  they  will  need  and  gladly 
accept  a  suggestion  from  you. 

The  plays  will  be  short  and  crude;  they  necessarily  must  be.  But 
each  child  must  do  his  part  as  well  as  he  can.  Otherwise  he  must 
go  back  to  the  circle  and  some  one  else  be  chosen  in  his  place. 

One  more  suggestion  may  be  given  in  regard  to  dramatizing  the 
stories  told  from  Sunday  to  Sunday.  Never  let  the  children  try 
to  play  a  story  until  they  know  it  well,  and  do  not  include  too  many 
children  at  a  time,  or  hopeless  confusion  may  result. 

Not  all  the  stories  we  tell  lend  themselves  easily  to  dramatization. 
Some  are  to  be  carefully  avoided;  for  example,  the  birth  of  Christ. 
Nor  have  we  always  time  for  dramatizations.  But  we  may  well 
make  a  place  on  our  program  for  this  form  of  expression,  for  by 
living  the  story  in  action  as  well  as  in  thought  the  child  is  mak- 
ing not  only  the  story,  but  the  ideal  or  tmth  it  contains,  more  a 
part  of  himself, 


TEACHING    BEGINNERS    TO    PRAY 

Some  of  our  children  come  to  us  from  homes  where  prayer  is  a 
natural  and  habitual  part  of  the  daily  life,  being  participated  in 
and  discussed  quite  naturally  by  all  members  of  the  family;  but 
other  pupils  in  the  Beginners'  Department  come  from  homes  where 
prayer  is  never  heard,  perhaps  never  mentioned.  Any  ideas  that 
these  latter  children  have  regarding  prayer  have  been  acquired 
from  household  servants,  from  other  children  or  from  people  outside 
the  home. 

Children  from  both  kinds  of  families  reflect  their  home  experiences 
and  the  attitude  of  the  father  and  mother  toward  prayer.  In  the 
Beginners'  class,  then,  we  have  in  the  one  case  to  develop  a  habit 
already  started,  but  in  the  other  case  to  start  a  habit  that  may  en- 
counter varying  degrees  of  indifference  at  home.  Not  long  ago 
the  mother  of  one  of  my  pupils  told  me  quite  frankly  that  there  was 
absolutely  no  religious  interest  in  their  family  life,  but  she  said,  "  My 
little  girl  is  beginning  to  ask  me  questions,  and  I  thought  I'd  better 
send  her  to  your  Sunday  School  to  have  them  properly  answered." 

Our  problem  is  to  take  the  children  as  they  come  to  us  on  Sunday 
from  whatever  kind  of  homes  and  in  the  short  hour  a  week  to  try 
to  make  prayer  something  more  than  the  repetition  of  words  we 
choose  to  teach  them.  We  want  to  establish  conscious  fellowship 
between  our  pupils  and  the  Heavenly  Father,  a  relationship  that 
will  grow  and  strengthen  as  the  pupils  grow  in  experience  and  knowl- 
edge. 

Oar  aim  must  be  to  help  the  children  actually  to  worship,  "  to 
have  the  experience,  not  merely  the  form,"  and  so  to  develop  the 
habit  of  prayer.  "  Children  so  easily  adopt  a  mechanical  routine 
that  our  special  object  must  be  to  make  worship  an  inner  attitude 
and  experience  at  all  stages  of  growth." 

It  is  through  their  knowledge  of  the  love  and  care  of  earthly 
parents  that  we  are  able  to  bring  to  them  the  love  and  care  of  the 

23 


24  TEACHING  BEGINNERS  TO  PRAY 

Heavenly  Father.  Dr.  Coe  says:  "  When  God  is  presented  as  Father, 
it  is,  in  my  opinion,  the  parental  instinct  that  chiefly  responds.  We 
love  God  by  getting  his  point  of  view.  In  order  to  teach  fotir-year- 
olds  to  trust  the  Heavenly  Father,  the  Sunday  School  teacher  of 
today  is  likely  to  use  as  material,  among  other  things,  the  care  of 
father  and  mother  bird  for  their  offspring.  Hoav  does  such  material 
lead  toward  the  desired  result?  Does  the  child-mind  construe 
Divine  Fatherhood  analytically  by  means  of  an  analogy  with  bird 
parenthood?  Or  does  an  induction  from  cases  of  parental  care  lead 
the  heart  up  to  Universal  Fatherhood?  Far  different  from  either 
of  them  is  the  emotional  logic  of  a  four-year-old.  Central  to  the 
process  of  his  mind  is  the  fact  that  he  himself  instinctively  assuni.es 
a  parental  attitude  toward  the  helpless  birdlings  that  have  been 
brought  to  his  attention.  This  helps  him,  by  direct  s^Tnpathy 
more  than  by  analysis,  to  enter  into  the  divine  purposes.  Without 
illegitimate  stretching  of  terms,  we  may  say  that  he  '  learns  by 
doing,'  he  learns  to  love  the  Father  b}'  nascently  performing  fatherly 
fimctions." 

And  so  it  is  through  the  love  and  care  bestowed  by  earthly  parents 
and  through  the  children's  natural  desire  in  their  turn  to  help  and 
protect  what  is  more  helpless  than  themselves  that  we  may  bring 
to  them  the  love  and  care  of  the  Heavenly  Father. 

Mrs.  Mumford  says:  "Until  the  child  loves,  he  is  not  ready 
himself  to  pray.  For  prayer  is  not  merely  asking  for  things,  even 
though  that  asking  is  for  help  in  his  efforts  to  be  good,  and  for  God's 
blessing  upon  those  he  loves.  Prayer  is  communion  with  an  unseen 
Father,  and  when  the  child  prays,  that  which  matters  most  is  his 
attitude  towards  God,  and  not  the  form  of  his  petition." 

It  is  natural  for  children  to  respond  to  the  idea  of  a  Heavenly 
Father,  whom  they  cannot  see,  no  matter  what  the  home  training 
has  been.  If  the  home  training  has  been  a  nonnal  and  wholesome 
one  the  pupil  responds  more  readil}^  perhaps,  but  in  any  case  you 
must  take  the  children  as  they  come,  Icnow  their  respective  needs, 
and  meet  them  just  where  they  are. 

On  the  first  Sunday,  after  the  informal  conversation  and  offering. 


TEACHING  BEGINNERS  TO  PRAY  25 

the  greeting  and  hymn  wiU  be  sung.  The  hymn,  perhaps,  will  speak 
of  the  things  our  Father  sends  us.  You  will  ask  what  Father  it  is 
who  gives  "  all  things  bright  and  beautiful."  Let  the  children  tell 
of  many  things  He  has  given  us.  You  may  find  a  child  who  thinks 
it  is  his  own  father.  Never  take  anything  for  granted  with  five- 
year-olds.  The  teacher's  part  is  to  help  the  children  to  understand. 
That  she  cannot  do  by  talking  to  them.  There  must  be  plenty  of 
opportunity  for  the  pupils  to  express  their  ideas,  crude  though  they 
may  be. 

Then  on  this  first  Sunday  ask  the  pupils  if  they  would  now  like 
to  say  "  thank  you"  to  the  Heavenly  Father  for  all  the  beautiful 
things  He  has  made  and  given  to  us. 

The  pupils  will  imitate  the  teacher's  attitude  of  reverence  and 
will  stand  and  fold  their  hands  as  she  does. 

"  And  now  before  my  prayer  is  said 
I'll  close  my  eyes  and  bow  my  head," 

repeated  by  the  teacher,  helps  to  have  all  eyes  closed  and  heads 
bowed.  A  short  prayer  may  then  be  repeated.  If  the  prayer  is 
a  short  one  and  expressed  in  a  childlike,  natural  form  the  children 
will  easily  follow  it  and  will  quickly  learn  it. 

"Father  of  all  in  heaven  above," 

which  is  given  in  full  in  the  first  lesson,  fulfils  these  requirements. 

Another  Sunday  I  should  introduce  the  subject  of  prayer  again 
and  find  out  how  many  of  the  children  pray  at  home.  In  our  group 
this  year  I  found  that  all  the  children  said  a  prayer  at  home  each 
night,  and  all  but  one  child  insisted  that  night  was  the  only  time 
you  could  pray.  After  a  little  more  questioning  one  child  said, 
"  But  5'ou  don't  have  to  always  pray  in  New  York,  you  can  pray 
in  the  country  at  night";  some  one  said,  "And  you  can  pray  on  a 
boat,  because  I  have,"  and  another,  "And  when  you  are  riding  on  a 
train" —  but  always  at  night.  I  then  asked  them  if  the  Heavenly 
Father  is  glad  to  have  us  talk  to  Him.  They  all  agreed  that  He  is. 
Then  why  can't  we  pray  any  time  in  the  day?     I  dropped  the  subject, 


26  TEACHING  BEGINNERS  TO  PRAY 

and  told  them  all  to  think  about  it  during  the  week,  first  telling  them 
of  a  little  girl  I  knew  who  said  "  Thank  you  "  to  God  before  each  meal. 

After  talking  about  prayer  several  Sundays  we  came  to  the  con- 
clusion that  God  is  glad  to  have  us  talk  to  Him  at  any  time.  These 
little  pupils  had  been  taught  to  pray  at  night,  but  the  idea  that  they 
might  pray  at  any  other  time  had  ne^^e^  before  been  suggested  to 
them.  A  few  Stmdays  after  these  discussions  the  question  came 
up  of  praying  for  help  when  we  had  something  very  hard  to  do,  and 
Francis  said  "And  you  don't  have  to  wait  till  night  to  pray,  you  can 
pray  at  school  or  when  you  are  playing  or  anywhere." 

We  have  taught  our  groups  of  Beginners  the  Lord's  Prayer,  so  that 
they  may  have  a  part  in  the  sendee  of  worship  when  they  go  to 
chapel  with  the  whole  school.  The  Lord's  Prayer  may  have  sig- 
nificance for  children  as  soon  as  they  have  had  the  experience  of 
"  father  "  and  of  "  bread." 

After  the  middle  of  the  year  I  begin  to  suggest  that  we  try  to 
make  a  prayer  of  our  own.  The  suggestion  does  not  always  meet 
with  a  response  the  first  Sunday  or  the  second.  I  never  press  it, 
but  drop  the  subject,  telling  each  child  to  think  dtiring  the  week 
of  something  he  would  like  to  say  to  the  Heavenly  Father.  One 
Sunday  after  a  lapse  of  several  weeks  every  child  said  he  had 
something  he  would  like  to  say  to  God,  and  each  in  turn  told  what 
it  was.  The  suggestions  thus  received  were  woven  into  the  following 
composite  class  prayer,  which  was  used  during  the  remainder  of  the 
year: 

"Heaventy  Father,  we  thank  Thee  for  the  springtime,  that  brings 
the  warm  sunshine  and  the  rain,  the  green  grass,  flowers  and  birds. 
We  thank  Thee  for  watching  over  us.  Help  us  to  be  kind,  and  to 
share  with  our  friends  everywhere  the  good  things  that  Thou  hast 
given  to  us."     Amen. 

Another  time  the  prayer  was  simply  "  Heavenly  Father,  we  thank 
Thee  for  the  springtime,  for  the  birds,  flowers  and  green  grass.  Help 
us  to  be  good  children."  Amen.  Our  aim,  then,  in  teaching  the 
pupils  in  our  care  to  pray,  is  to  help  them  to  have  a  real  feeling  of 


TEACHING  BEGINNERS  TO  PRAY  27 

fellowship.  Let  the  ideas  be  crude,  as  they  may  be  at  first,  and 
crudely  expressed.  They  will  now,  as  later  on,  express  trust  and 
happiness,  gratitude,  loyalty  to  God's  purpose  and  repentance  for 
wrongdoing.  Since  a  little  child  lives  in  a  world  of  realities,  what 
he  wants  he  wants  so  very  much,  therefore  asking  God  for  some 
private  benefit  or  toy  may  come  to  be  a  spiritual  thing  with  him. 
He  is  taking  his  request  to  the  highest  court  of  appeals.  The  child, 
however,  should  be  taught  to  petition  wisely  in  the  spirit  that 
Jesus  showed  when  he  said,  "Thy  will,  not  mine,  be  done." 

The  thought  of  the  children  in  our  classes  has  been  directed  to- 
ward the  expressing  of  thankfulness  and  aspiration  in  their  prayers. 
And  so  we  may  lead  our  pupils  by  developing  in  their  minds  the 
thought  of  how  much  the  Heavenly  Father  has  already  done  for 
us,  and  how  glad  He  is  to  have  us  share  with  others. 

Let  us,  then,  help  the  children  to  have  the  right  attitude  in  prayer, 
let  them  express  what  they  want  to  say  in  as  intimate  a  way  as  they 
like  at  first.     We  can  later  on  help  to  more  dignity  of  form. 

In  conclusion,  I  want  to  say  that  we  have  found  it  necessary  to 
ask  visitors  not  to  enter  our  room  during  the  service  of  worship. 
They  may  come  in  before  the  opening  of  the  session,  but  not  during 
the  first  twenty  minutes.  We  have  sometimes  had  a  notice  outside 
the  door.  If  there  are  ushers  we  ask  them  not  to  bring  visitors 
during  the  opening  exercises.  It  is  impossible  to  have  the  service 
mean  anything  to  the  children  or  to  us  when  people  are  coming  in 
at  that  time. 


HANDWORK  IN  THE  BEGINNERS' 
DEPARTMENT 

It  is  a  question  what  kinds  of  handwork  really  need  to  be  included 
in  the  Beginners'  course  program.  Handwork  is  usually  limited 
by  the  short  periods  of  time  which  may  be  used  for  work  at  the 
tables.  A  lack  of  money  to  provide  the  more  expensive  materials, 
such  as  the  blocks,  clay,  other  materials  for  constructive  work,  as 
well  as  painting  materials,  all  coimnonly  used  in  the  week-day  kinder- 
garten, is  another  consideration. 

But  after  all,  are  these  more  expensive  things  necessary  or  im- 
portant? It  seems  to  us  that  it  is  better  not  to  use  them  in  the 
Sunday  classes. 

Free  drawing,  with  colored  crayons;  mounting  pictures  which 
illustrate  the  lessons  and  are  taken  home  by  the  pupils;  motanting 
pictures  brought  by  teacher  and  children  and  sent  to  a  children's 
hospital;  free  cutting  and  mounting,  or  cutting  from  simple  outlines; 
making  Christmas  or  Easter  cards  to  send  to  parents  or  friends,  and 
possibly  making  very  simple  flower  baskets  of  paper  and  filling 
them  with  flowers  to  send  to  other  children  or  friends  who  are  ill  — 
are  suggestions  for  handwork  which  it  seems  to  me  may  be  done  by 
the  children  with  profit.  These  kinds  of  handwork  may  be  used 
during  short  periods  with  good  results,  and  the  expense  in  providing 
the  materials  will  not  be  great. 

Lists  of  materials  are  given  under  "  Materials  for  Pupils  "  and 
"Teachers'  Equipment  and  Materials."     (Page  34). 

These  kinds  of  handwork  may  be  done  during  the  short  periods 
of  time  allotted,  not  m.ore  than  fifteen  or  twenty  minutes,  and  this 
will  include  allowing  the  children  to  pass  the  materials  and  to  put 
them  away.  The  children  may  get  results  that  to  them  are  satis- 
factory, and  results  that  are  worth  while  from  the  teacher's  point 
of  view;  whereas  in  using  blocks,  paints  and  clay  much  more  time 

28 


HANDWORK  IN  THE  BEGINNERS'  DEPARTMENT   29 

will  be  needed  and  the  results  will  not  justify  their  use  nor  carry  out 
our  plan  as  well  as  the  simpler  ones. 

All  children  are  charmed  to  have  crayons  and  drawing  paper  given 
to  them,  and  at  the  five-year-old  period  they  are  quite  willing  to 
attempt  to  draw  anything.  It  makes  no  difference  what  may  be 
asked  of  them. 

When  they  know  a  story  well  enough,  they  are  delighted  to  try 
to  tell  it  with  the  crayons,  or  make  "  pictures  of  the  stories."  Even 
if  crude,  these  drawings  are  often  very  interesting  and  suggestive. 
By  allowing  the  children  to  illustrate  the  stories  we  find  out  what 
stands  out  to  them  as  most  important. 

Give  them  perfect  freedom  in  their  drawing,  only  as  far  as  possible 
hold  them  to  what  they  plan  in  the  first  place  to  draw. 

If  there  is  time,  let  the  children  criticize  one  another's  drawings 
when  they  go  to  the  story  circle.  Each  one  may  tell  which  part 
of  the  story  he  has  drawn,  and  after  a  time  they  will  be  able  to  tell 
which  children  have  told  the  story  best.  At  first  each  is  concerned 
only  with  his  own  picture. 

The  first  results  may  not  seem  to  be  worth  while,  but  if  drawing 
is  practiced  once  or  twice  a  month,  great  improvement  during  the 
year  will  be  noticed.  Further  suggestions  will  be  given  in  connection 
with  the  lesson  plans. 

The  mounting  of  pictures  should  be  done  as  well  as  possible, 
the  children  always  being  encotiraged  to  do  neat  and  careful  work. 
As  a  rule,  only  the  comers  of  pictures  need  paste  to  hold  them 
securely  to  the  mounts.  Be  sure  that  the  children  use  blotters  to 
keep  the  mounts  from  getting  soiled. 

'^-The  pictures  we  have  mounted  to  send  to  a  children's  hospital 
have  usually  been  brought  by  the  pupils.  An  appeal  to  the  mothers 
helps  to  have  attractive  pictures  brought,  and  the  children  them- 
selves make  good  selections  when  told  to  be  sure  to  bring  pictures 
they  would  enjoy  looking  at.  Pictures  may  be  gathered  from  various 
sources.  Attractive  ones  may  be  cut  from  magazines,  or  colored 
post  cards  may  be  used.  Colored  scrap  pictures  may  be  pur- 
chased.     Also  Perry  or  Cosmos  pictures  may  be  mounted.     Last 


30    HANDWORK  IN  THE  BEGINNERS'  DEPARTMENT 

year  in  our  gi'oup  we  talked  the  matter  over  with  the  children, 
and  from  Svmday  to  Sunday  they  brought  pictures.  Many  of  them 
were  charming.  Most  of  them  could  be  used.  And  in  most  cases 
they  had  been  selected  by  the  children  themselves.  There  were 
pictures  of  animals,  birds,  flowers  and  groups  of  children.  A  few 
children  had  cut  out  paper  dolls  to  bring.  In  homes  where  the  chil- 
dren do  not  have  access  to  pictures,  the  teacher  will  have  to  provide 
them.  We  have  found  that  our  pictures  were  more  acceptable 
at  the  hospital  if  mounted  on  separate  leaves  rather  than  tied  to- 
gether, because  weak  little  hands  can  more  easily  hold  them. 

If  many  of  the  children  are  not  in  week-daj^  kindergarten  where 
they  are  making  Christmas  or  Easter  cards  for  parents,  the  making 
of  these  cards  in  Sunday  School  may  be  planned  by  the  teacher. 
For  instance,  one  Sunday  the  children  may  spend  the  handwork- 
period  making  these  cards.  A  simple  -way  to  make  a  card  would 
be  to  give  each  child  a  piece  of  drawing  paper  about  4"  x  6".  Let 
them  draw  pictures.  For  a  Christmas  card  a  Christmas  tree  might 
be  drawTi,  or  let  them  think  what  they  want  to  put  on  the  card .  For 
an  Easter  card  they  might  draw  pictures  of  flowers.  Several  trials 
may  be  necessary  before  they  have  satisfactory  drawings.  These 
may  be  mounted  on  brown,  green  or  gray  mounts;  or  Perry  or 
Cosmos  pictures  may  be  mounted  as  gifts  for  parents. 

Free  cutting  (simply  giving  the  child  paper  and  scissors  and  no 
outline)  is  more  difficult  for  five-year-olds  and  in  some  groups  would 
not  be  worth  while  in  the  short  time.  But  the  teacher  may  draw 
an  outline  and,  if  it  is  a  simple  one,  the  children  may  cut  out  the 
object  themselves.  Groups  of  five-year-olds  differ  widely  in  ex- 
perience and  in  muscular  control.  Further  suggestions  will  be  fotmd 
in  connection  with  lesson  plans.  Many  other  ideas  for  handwork 
with  these  materials  may  be  worked  out. 

Let  the  pupils  always  be  responsible  for  passing  of  materials  and. 
if  possible,  for  putting  them  away  in  a  closet  or  cabinet.  One  child 
may  be  selected  each  Simday  to  see  that  each  thing  has  been  put  in 
its  proper  place. 


THE    ROOM   AND    ITS   EQUIPMENT 

The  sunniest,  most  airy,  clean  and  attractive  room  in  the  church 
school  should  be  reserved  for  the  youngest  group  of  children.  And 
the  room  should  in  size  be  in  proportion  to  the  size  of  the  group  of 
children.     There  are  many  reasons  for  this. 

Children  at  this  period  are  particularly  susceptible  to  influences 
and  environment.  Also  they  are  very  susceptible  to  diseases,  com- 
monly called  "  children's  diseases,"  the  results  of  which,  as  we  know, 
are  often  serious  at  their  age.  The  danger  of  passing  on  and  con- 
tracting colds  and  other  ills  can  be  lessened,  if  the  room  is  well- 
lighted  and  ventilated,  warm,  dry  and  clean.  Too  often  the  youngest 
pupils  are  tucked  off  in  a  small,  dark  comer.  The  danger  of  eye- 
strain in  connection  with  any  handwork  done  in  a  poor  light  is  an 
additional  point  to  be  remembered. 

First  of  all  kindergarten  chairs,  preferably  the  saddle  seat  chairs 
sold  by  Milton  Bradley  Co.,  should  be  obtained.  These  should  be  in 
two  or  three  heights  to  fit  the  different  children.  Chairs  ten,  twelve 
and  fourteen  inches  high  would  be  needed  for  Beginners.  Plain 
kindergarten  tables,  (not  ruled  in  squares) ,  also  to  be  obtained  from 
Milton  Bradley  Co.,  should  be  used,  and  a  small  table  for  the  teacher. 
A  piano,  too,  is  almost  a  necessity,  for  instnimental  music,  songs 
and  rhythms. 

A  small  three-part  screen  (each  part  about  l|'x4|'),  covered 
with  brown  or  green  burlap,  is  very  useful.  It  affords  a  con- 
venient place  on  which  to  hang  the  pictures  that  are  used  every 
Sunday,  and  it  may  be  moved  near  the  group  of  children.  A  cabinet 
for  the  materials  to  be  used,  such  as  pictures,  paste  and  paste  dishes, 
crayons,  drawing  paper,  mounts  and  nature  materials,  is  another 
necessity. 

A  few  good  pictures  for  the  wall  are  most  desirable.  They  should 
be  chosen  with  the  idea  of  their  appealing  to  the  children's  in- 
terests and  appreciation.     Suggested  subjects  are,   "  Feeding  Her 

31 


32  THE  ROOM  AND  ITS  EQUJPMENT 

Birds,"  Millet;  "  Holy  Night,"  Correggio;  "  Christ  Blessing  Little 
Children,"  Plockhorst.  These  may  be  obtained  from  Cosmos 
Company,  New  York  City,  in  large  sizes.  Plain,  dark  wood  frames 
are  usually  most  effective;  black  frames  for  the  pictures  of  gray, 
and  dark  browTi  for  those  of  sepia. 

Provision  must  be  made  for  a  place  where  the  pupils  may  hang 
their  wraps.  Confusion  will  be  avoided  before  and  after  the  session 
if  the  wraps  can  be  left  outside  the  classroom. 


A  SUGGESTED  PROGRAM 

This  suggested  program  in  outline  form  is  included  to  show  the 
order  of  exercises  that  in  our  experience  has  worked  out  most  success- 
fully. The  service  of  worship  should  always  come  first  while  the 
children  are  fresh.  If  the  offering  is  taken  care  of  first  the  chil- 
dren can  more  easily  attend  to  the  rest  of  the  service.  Otherwise, 
the  money  will, be  a  disturbing  element  until  it  has  been  collected. 
The  rest  period  may  be  changed  from  Sunday  to  Sunday, 
putting  it  where  it  is  most  needed.  It  may  sometimes  be  better,  too, 
to  change  the  order  of  story  and  handwork  periods. 

We  have  found  it  well  to  encourage  the  children's  coming  ten 
minutes  early  and  letting  them  have  that  time  for  an  informal 
visiting  time  before  the  class  opens. 

SERVICE  OF  WORSHIP 

1.  Quiet  Music  (see  page  53). 

2.  Offering  (see  page  53). 

Prayer:  "  Heavenly  Father,  bless  our  offering, 

We  bring  it  all  for  thy  children."     Amen. 

3.  Greeting  (see  page  5G). 

Song :  ' '  Good  morning  good  morning. 
Good  morning  to  you ; 
Good  morning,  good  morning, 
We're  glad  to  see  you." 

4.  Hymns  (see  page  56).     One  of  these: 

"  All  Things  Bright  and  Beautiful." 
"  Sing  a  Song  of  Gladness." 
"Guard  Thy  Children,  Lord,  We  Pray." 
"  Little  Lambs  so  White  and  Fair." 

5.  Prayer  (see  page  56). 

"  Father  of  all  in  Heaven  above, 
We  children  thank  Thee  for  Thy  love, 
Our  food,  our  homes  and  all  we  wear 
Tell  of  Thy  loving  care."     Amen. 
33 


34  A  SUGGESTED  PROGRAM 

6.  Review  of  verses  already  learned,  new  verse  or  hymn  (see  page 

64  or  72). 

7.  Conversation  Period  (see  page  56). 

Review  of  story,  or  conversation  about  what  the  children  have 
done  during  the  week,  directed  toward  the  applying  of  what 
was  talked  about  the  week  before,  and  introducing  a  new  topic. 
Dramatizing  old  story. 
Looking  at  new  and  old  pictures. 
Rest  exercises. 

8.  Table  Period  (see  page  57).     Either: 

Mounting  pictures  for  book. 
Drawing. 
Free  cutting. 
Other  handwork. 

9.  Story  Period  (see  page  58). 

10.  Dismissal  (see  page  60). 

Good-bye  song. 

Prayer  (sentence  prayer  by  teacher). 

Letters  to  parents. 

Instrumental  music  while  good-byes  are  said. 

MATERIALS  FOR  PUPILS 
The  pupils'  equipment,  furnished  by  Charles  Scribner's  Sons, 
consists  of  sixteen  art  reproductions  of  photographs  taken  especially 
for  this  course;  sixteen  sheets  of  mounting  paper  9  x  12  inches  for 
mounting  the  pictures;  thirty-six  sheets  of  drawing  paper  to  be 
used  by  the  pupils  for  drawing  pictures,  and  crayons  (Rubens' Crayola 
six  colors  in  a  box).  Optional  pupils'  material  is  suggested  in 
connection  with  each  lesson.  The  art  reproductions  of  photographs 
provided  for  this  course  are: 

1.   STORY  TIME. 

This  picture  shows  a  mother  reading  to  her  children. 
This  particular  situation  was  chosen  because  it  represents  one  of  the 
things  that  almost  universally  mothers  do  for  their  children,  and  children 
may  be  led  to  show  their  appreciation  through  .seeing  in  another  family 
group  a  situation  similar  to  one  in  their  own  home. 


A  SUGGESTED  PROGRAM  35 

2.  FEEDING  THE  SHEEP. 

This  is  a  picture  of  a  modern  shepherd  and  a  Httle  boy  feeding  the  sheep. 
The  idea  brought  out  in  the  picture  is  that  weaker  Hfe  constantly  needs 
our  care  and  protection  and  shows  one  way  that  children  may  help  care 
for  animals. 

3.  THANKS  GIVING. 

This  picture  shows  a  small  group  of  children  giving  thanks  by  packing  a 
basket  to  send  to  a  needy  family. 

The  idea  that  may  be  brought  out  here  is  that  it  is  not  enough  to  say 
"  Thank  you."     We  must  do  something  to  show  our  gratitude. 

4.  THE  CHRISTMAS  TREE. 

This  picture  shows  a  group  of  children  in  a  Beginners'  Class  decorating 
a  tree  which  they  have  bought  to  send  to  the  children  in  a  Day  Nursery. 
The  picture  represents  one  way  that  children  may  come  to  know  the  ioy 
of  Christmas  giving. 

5.  PRAYER. 

This  picture  of  a  little  boy  praying  is  a  remarkable  picture,  and  the  spirit 
of  reverence  expressed  cannot  fail  to  make  an  impression  on  little  cliildren. 

6.  CHILD  HELPING  HIS  MOTHER. 

In  this  picture  a  Httle  boy  is  helping  his  mother  by  carrying  a  tray  of 
dishes  from  the  lunch  table. 

The  idea  of  this  picture  is  to  suggest  one  of  the  little  acts  of  service  which 
even  young  children  may  render  in  the  home. 

7.  NIGHT.' 

The  beauty  and  mystery  of  the  night  are  represented  by  wind-blown 
poplars  in  the  foreground  and  lights  shining  through  the  darkness  in  the 
distance. 

8.  A  CHINESE  FAMILY. 

This  is  a  picture  of  a  Chinese  woman  and  her  two  children.     The  children 

are  in  native  Chinese  costume. 

This  picture  will  help  to  stimulate  an  interest  in  children  of  another  country. 

9.  SHARING. 

The  picture  shows  a  little  boy  sharing  his  apples  with  his  sister.  The  idea 
in  this  picture  was  purposely  made  very  obvious  for  the  children's  appre- 
ciation. 

10.  SPRINGTIME. 

A  blossoming  apple  tree,  a  meadow  through  which  a  stream  runs,  with  a 
farm  in  the  background  bring  a  message  of  spring. 

11.  A  CHURCH. 

The  beauty  and  dignity  of  a  Httle  church  in  the  country  give  very  well 
to  five-year-olds  the  church  idea. 


36  A  SUGGESTED  PROGRAM 

12.  BIRDS. 

This  picture  suggests  springtime  and  shows  several  birds  that  have  lighted 
on  reeds  in  a  swampy  place. 

This  picture  may  be  used  to  awaken  an  interest  in  the  birds  that  come 
back  in  the  spring. 

13.  CHILDREN  PLAYING  TOGETHER. 

This  picture  shows  children  at  play  in  a  sand  box. 

Playing  in  the  sand  was  chosen  because  it  may  involve  a  difficult  situation. 
It  is  hard  not  to  quarrel  over  the  sand:;and  there  is  always  a  temptation 
to  throw  sand.  Little  children  will  readily  appreciate  the  difficulties  in- 
volved in  playing  together  in  a  sand  box. 

14.  AN  ITALIAN  FAMILY. 

This  is  a  picture  of  an  Italian  mother  and  her  four  children  taken  in  the 
doorway  of  their  home. 

This  picture  will  be  used  in  connection  with  the  lesson,  the  aim  of  which 
is  to  interest  the  children  in  new  comers  to  this  country. 

15.  GARDENING. 

This  picture  shows  two  little  boys  digging  in  the  garden  with  rake  and  hoe. 
While  children  five  years  of  age  are  too  young  to  take  responsibility  in 
caring  for  a  garden,  they  may  be  encouraged  to  plant  seeds  and  help  to  care 
for  them. 

16.  CHILD  HELPING  HERSELF. 

This  picture  of  a  little  girl  dressing  herself  shows  a  child,  who,  every  morn- 
ing has  struggled  to  put  her  clothes  on  and  fasten  buttons.  It  has  been 
a  very  serious  matter  for  her  each  day  and  the  picture  will  be  appreciated 
by  other  children  who  are  learning  to  dress  themselves. 


THE  TEACHER'S  EQUIPMENT  AND  MATERIALS 

A  weekly  letter  to  the  parents  of  each  child  informs  them  as  to 
the  work  of  the  class,  and  shows  in  specific  detail  how  the  home  and 
the  Sunday  School  can  work  together,  each  supplementing  the  other. 
These  letters  are  furnished  by  Charles  Scribner's  Sons. 

In  addition  to  the  materials  for  pupils  given  above,  each  class 
should  be  provided  with  a  large  jar  of  paste,  individual  paste  jars, 
individual  paste  brushes,  and  blotters  to  use  when  mounting  pictures 
to  keep  the  mounts  from  being  soiled.  These  can  be  secured  from 
any  stationer.  Individual  pairs  of  small  scissors  for  cutting  and 
colored  and  white  cutting  papers  may  be  purchased  in  small  packages 


A  SUGGESTED  PROGRAM  37 

at  a  shop  where  kindergarten  supplies  are  sold  or  in  large  sheets  at 
any  stationery  store. 

Large  pictures  to  be  used  by  the  teacher  for  illustration  of  the 
talk  and  story  each  Sunday  may  be  obtained  and  mounted  if  the 
teacher  is  constantly  on  the  lookout  for  them.  By  selecting  pictures 
from  The  Westminster,  The  Berean,  The  Augsberg,  and  The  Key- 
stone Beginner's  Series,  and  by  collecting  pictures  from  other  sources, 
such  as  magazines,  old  books,  and  odd  pictures,  the  teacher  will 
soon  find  that  she  has  a  good  collection. 

A  collection  can  be  made  of  nature  and  other  illustrative  materials 
such  as  birds'  nests,  cocoons,  seeds,  bulbs,  and  objects  of  different 
kinds.  For  example,  objects  in  common  use  in  the  foreign  country 
talked  about. 


AIM  OF  THE  COURSE 

To  guide  the  pupil's  thought,  feehng,  and  conduct  in  his  im- 
mediate human  relations  in  the  family,  at  school,  at  play  and  else- 
where; emphasizing  most  of  all  ideal  relation  shi^js  in  the  family  life, 
so  that  he  will  begin  to  realize  himself  as  a  member  of  God's  family. 
Changes  in  conduct  and  character  hoped  for  are: 

More  kindness  in  thought  and  action. 

Gratitude  expressing  itself  in  love  and  service  for  others. 

Obedience. 

Sharing  —  unselfishness. 

Helpfulness  and  happiness. 

Truthfulness. 

Bravery  —  courage. 

Loving  and  giving. 

Learning  to  play  with  other  children. 

Reverence. 

Self-control. 

Responsibility  in  caring  for  self  and  in  helping  others. 

Habits  of  prayer. 

TOPICS  FOR  THE  YEAR 

SEASONAL  ARRANGEMENT 

October,   November,   December 

1  Introductory  Lesson. 

2  Learning  to  be  Kind. 

3  God's  Care. 

4  God's  Care. 

.5     How  Children  ]\LT,y  Care  for  Others. 
6     How  Children  May  Care  for  Others. 
7-9  Thanksgiving  Lessons. 
10-13  Christmas  Lessons. 
38 


TOPICS  FOR  THE  YEAR  39 

January,  February,  March* 

14  Jesus'  Boyhood. 

15  Jesus'  Boyhood. 

16  Jesus  Blessmg  Little  Children. 

17  Jesus  Blessing  Little  Children. 

18  The  Gift  of  Day  and  Night. 

19  The  Gift  of  Day  and  Night. 

20  Learning  to  Obey. 

21  Learning  to  Obey. 

22  Helpfvilness  and  Happiness. 

23  Helpfulness  and  Happiness. 

24  Little  Friends  Far  Away. 

25  Little  Friends  Far  Away. 
2G  Review. 

*April,   May,  June 

27  Learning  to  Share. 

28  Learning  to  Share. 

29  Easter  Lesson.* 

30  Easter  Lesson.* 

31  Gardens,  Their  Need  of  Care. 

32  Gardens,  Their  Need  of  Care. 

33  Birds,  Their  Need  of  Care. 

34  Birds,  Their  Need  of  Care. 

35  Jesus  the  Good  Shepherd. 

36  Jesus  the  Good  Shepherd. 

37  Learning  to  Be  Truthful. 

38  Learning  to  Be  Truthful. 

39  Review. 

July,  August,   September 

40  Learning  to  Be  Brave. 

41  Learning  to  Be  Brave. 

*  When  Easter  is  in  March  the  Easter  Lesson  should  be  used  at  the  appro- 
priate time. 


40  TOPICS  FOR  THE  YEAR 

42  Learning  to  Play  With  Other  Children. 

43  Learning  to  Play  With  Other  Children. 

44  Other  Little  Friends. 

45  Other  Little  Friends. 

46  Learning  Self-Control. 

47  Learning  Self-Control. 

48  Another  Lesson  on  Kindness. 

49  Another  Lesson  on  Kindness. 

50  On  Learning  to  Take  Care  of  Yourself. 

51  On  Learning  to  Take  Care  of  Yourself. 
62  Review. 


Good  Morning  Song 


41 


Good      morn  -  ing,     good       morn  -  ing,    Good      morn  -  ing 


to 


you !     Good    morn  -  ing,  good  morn-ing,     Oh,    how     do     you       do? 


gII^=E 


.(2 

-I 

;p 


From  "  I'irst  Year  Music,"  Copyriy^ht,  1914,  by  TloUis  Dann. 
Used  by  permission  »>{  American  IJook  Company,  publishers. 


Good  Morning  Song 


M.  B.  G. 


you !     Good    morn  -  ing,    good    morn  -  ing,     good    morn    -     ing ! 

'  '  '         J .^4__.- 

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42 


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Let  the  Merry  Sunshine  in 


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Let  the  merry  sunshine  in, 


Let  the  merry  sunshine  in. 


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O-pen  all  the  windows,    o-pen  all  the  doors,  Let  the  merry  sunshine  in 

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[Author  unknown] 


Sing  a  Song  of  Seasons 


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Flow-ers      in      the    Spring  -  time,        Fires 


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From  the  *'Songf  Primer,"  by  Al3'S  Beiitlcy, 
Copyright,  1907,  by  A.  S.  Barnes  Ix  Co. 


Sing  a  song  of  gladness,  little  children  sing, 
'Tis  our  Father  sendeth  ev'ry  pleasant  thing. 


(Author  unki.uwiO 


43 


Mrs.  C.  F.  Alexander 
Reverently 


God's  Work 


S 


1 .  All   things  bright  and  beau  -  ti 

2.  Each    lit- tie  flower  that  o 

3.  He    gave    us       eyes     to      see 


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■   ful,  All  things  great  and 

pens,  Each    lit-tle  bird  that 

them,  And  lips  that      we  might 


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small,      All  things  wise  and  won-der-  ful.  Our    Fa-  ther  made  them  all. 

sings,  He  made  their  glowing      col     -     ors.    He  made  their  ti    -    ny  wings. 

tell  How  good    is    God  our      Fa '  -     ther,  Who  do  -  eth    all  things  well. 


I'rom  "  Song  Stories  for  the  Kindergarten,"  by  Mildred  J.  and  Patty  S.  Hill. 
By  permission  of  Clayton  F.  Summy  Co.,  owners  of  the  copyright. 


44 


Cradle  Hymn 


Martin  Luther 


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1.  A  -way  in      a    man-ger,  No    crib  for     a      bed,  The    lit  -  tie  Lord 

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Je  -  sus  Laid  down  his  sweet  head.   The  stars   in    the  heav-en  Looked 
Je  -  sus,  No     cry  -  ing    he    makes.    I      love  thee.  Lord  Je  -sus,  Look 


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down  where  he  lay,     The    lit  -  tie  Lord  Je  -  sus    a-sleep  on  the   hay. 
down  from  the  sky,     And  stay  by   my   cra-dle  Till  morning    is    nigh. 


45 


Tranquilly 


God's  Love 


Arr.  from  Mozart 


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God  our  Fa-ther  made  the  night,    Made  the  moon  and  stars  so  bright, 
God  our  Fa-ther  made  the  skies,      Bees  and  birds  and  but-ter-flies. 


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All      the  clouds  far,  far   a-way.  The  shin-ing  sun  and  gold-en   day. 
Tiny  flow'rs  and  trees  that  wave :  These  lovely  gifts  our  Father   gave. 


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From  "  Song  Stories  for  the  Kindergarten,"  by  Mildred  J.  and  Patty  S.  Hill. 
By  pennUsioii  of  Clayton  F.  Summy  Co.,  owuers  ot  the  copyright. 


46 

Reverenth/ 


Nature's  Easter  Story 


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time ;     And  then  they  rise  a-bove  the  ground,  At  happy  Eas-ter    time. 


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3 


From  "  Sony  Stories  for  the  Kindergarten,"  by  Mildred  J.  and  Pattv  S.  Hill. 
Bj-  permission  of  Clayton  F.  Summy  Co.,  owners  of  the  copyright. 


Guard  Thy  Children 


47 


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Guard  thy      chil  -  dren,  Lord,     we       pray,        Thro'  the      long  hours 


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Melody  from  "  The  Eleanor  Smith  Music  Course,  Book  One." 
Copyright,  1908,  by  Eleanor  Smith,  American  Book  Company,  publishe 


P-ay. 


Anon. 


Praise  Him,  Praise  Him 


Arr.  by  Hubert  P.  Main 


1.  Praise  Him,  praise  Him,  all  ye    lit -tie  children,  He   is  Love,    He   is 

2.  Thank  Him,  thank  Him,  all  ye  lit-tle  children.  He    is  Love,    He   is 


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Love: 


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Praise  Him,  praise  Him,  all  ye   lit- tie  children,. He    is  Love,  He     is   Love. 
Thank  Him,  thank  Him,  all  ye  lit  -  tie  children.  He    is   Love,  He     is  Love. 


^      ^      --f:   -.r-  --t-  -f-   --P:     . 


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Slumber  Sweetly 


Paul  Beaumont 


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49 


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50 


March  from  the  Huguenots 


Giacomo  Meyerbeer 


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51 


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52 


Rain  Fitter  Patters 


Brightly 


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Copyright  by  G.  Schiraier,  Inc.     Used  by  permission. 


LESSON  I 

INTRODUCTORY  LESSON 

Aim:  To  become  acquainted  with  the  children;  to  make  them 
feel  at  home  in  the  room  with  the  teacher  and  with  one  another,  and 
to  begin  to  link  home  and  school  together. 

A  SUGGESTED  PROGRAM  IN  FULL 

Service  of  Worship 

The  few  minutes  while  the  children  are  gathering,  before  the  time 
for  opening  the  class  hour,  may  be  used  for  informal  conversation 
between  children  and  teachers  about  their  interests  and  the  happen- 
ings of  the  past  week.  Also  the  children  may  at  this  time  assist  in 
getting  out  any  materials  (pictures,  crayons,  papers,  etc.)  that  are 
to  be  used  during  the  hour.  Try  always  to  be  prompt  in  beginning, 
from  the  first  impressing  upon  the  children  that  their  tardiness 
disturbs  the  rest  of  the  group,  and  make  the  point  with  both  mothers 
and  children  that  they  are  to  come  on  time  every  Simday,  so  as 
not  to  miss  any  part  of  the  service. 

Quiet  Music.  A  few  bars  of  music  on  the  piano  will  announce 
to  the  children  that  it  is  time  to  stop  talking  and  listen.  Experience 
has  shown  that  this  is  the  best  way  to  secure  attention.  Have 
the  music  simple,  well  chosen  and  short,  and  played  quietly  but  with 
reserve  force.  Use  only  the  very  best  and  have  it  as  well  played 
as  possible.  Later  on  this  time  may  be  used  to  have  the  children 
listen  to  the  music  of  a  new  hymn. 

A  list  of  selections  appropriate  for  quiet  music  will  be  found  on 
page  9. 

Offering.  The  first  thing  that  the  teacher  will  observe  is  that 
the  children  sitting   in  front  of  her  are  tightly  clasping  coins,  or 

53 


54  INTRODUCTORY  LESSON 

are  playing  with  them  and  dropping  them  on  the  floor.  On  asking 
why  the  money  has  been  brought  she  will  get  a  number  of  answers, 
such  as:  "I  don't  know,"  "  Father  gave  it  to  me,"  "  To  put  in  a 
basket,"  and  probably  a  more  sophisticated  child  will  say:  "  To 
send  to  the  heathen."  Upon  the  teacher's  inquiring  who  the  heathen 
are,  the  answer  will  be,  "  They  are  poor  children,"  or  "  People  who 
live  far  away." 

The  money  has  been  brought  by  the  children,  and  it  is  most  im- 
portant that  they  know  right  away  why  it  has  been  sent  from  home 
and  where  it  is  going.  On  this  first  Sunday  there  has  thus  come 
an  opportunity  for  training  in  ser\-ice.  Never  merely  tell  the  chil- 
dren that  they  are  "  making  a  gift  to  God."  "  The  cattle  on  a 
thousand  hills  are  His,"  why  should  he  need  a  few  pennies? 

In  oiu-  Beginners'  Department  recently,  where  the  children  had 
been  sending  money  to  a  day  nursery,  a  little  girl  came  into  the 
class  several  Sundays  after  the  school  had  opened  in  the  fall.  She 
had  a  nickel  tightly  held  in  one  little  fist.  On  being  questioned  she 
only  knew  that  her  mother  had  given  it  to  her,  but  had  no  idea  why, 
or  what  she  was  to  do  with  it.  The  other  children  in  the  group 
also  had  their  money,  and  they  were  more  than  \Ailling  to  explain 
to  Jean  in  detail  just  where  they  had  decided  to  send  it.  But  the 
teacher  said,  "  Jean  doesn't  know  what  a  day  nurser}^  is,  or  why 
there  are  babies  there. ' '  So  the  full  explanation,  given  by  the  children 
themselves,  followed.  They  explained  to  Jean  that  there  are  families 
where  the  fathers  have  died  or  are  ill.  Mothers  must  go  away 
from  home  each  day  to  earn  money  to  buy  food  and  clothing.     And 

so  there  is  a  place  in  Street  where  there  is  a  nursery,  and 

there  the  mothers  may  safely  leave  the  babies  with  nurses  to  take 
care  of  them.  "And  my  mother  goes  there  and  sends  money," 
Alan  interi^osed.  "  And  so  does  mine,"  said  Margaret,  "  and  we  can 
help  those  mothers  by  sending  money  to  buy  milk  for  the  babies' 
Itmcheons."  With  the  children  in  this  group  the  responsibility  had 
come  to  be  a  ver>'  real  one,  and  the  interest  in  it  never  flagged. 

Each  vSunday  throughout  the  year  be  sure  that  the  pupils  know 
why  they  bring  money  and  where  it  is  to  be  sent.     If  possible  let 


INTRODUCTORY  LEvSvSON  55 

the  children  themselves  decide  where  they  shall  send  the  ofifering, 
after  suggestions  of  possibilities  within  their  experience  and  interest 
have  been  made.  The  decision  need  not  be  made  the  first  Sunday. 
Tell  the  children  to  think  about  it.  Let  the  object  be  something 
within  their  understanding  and  experience,  even  if  their  gift  does 
not  always  go  to  the  object  for  which  the  remainder  of  the  school  is 
giving.  If  interest  in  service  is  to  be  continued  through  life  it  must 
be  very  real  and  vital  from  the  beginning. 

Suggested  objects  are:  To  buy  milk  for  a  day  nursery;  flowers 
or  food  for  children  in  a  hospital;  clothing,  food,  or  toys  for  children 
in  needy  homes,  etc.  Every  community  offers  opportunity  for  the 
service  of  even  very  little  children.  More  will  be  said  later  of  reach- 
ing out  to  include  within  the  children's  Christian  service  those  who 
are  farther  away. 

On  the  very  first  Sunday,  after  the  preliminary  discussion,  when 
perhaps  you  have  asked  the  question  as  to  what  they  would 
like  to  do  with  the  money,  and  told  them  to  think  about  it 
until  next  week,  have  a  child  pass  the  basket  or  box.  Never 
pass  it  yourself  even  to  save  time.  In  the  school  on  Sunday, 
as  at  all  other  times,  never  do  for  the  children  the  things  they  can 
and  should  do  for  themselves. 

Have  the  children  stand  while  the  basket  or  box  is  being  passed. 
When  the  offering  has  been  gathered  let  the  child  who  has  passed 
the  basket  hold  it,  standing  in  his  place  in  the  circle,  while  an  offering 
prayer  is  repeated,  such  as: 

"  Heavenly  Father,  bless  our  offering. 
We  bring  it  all  for  Thy  children."     Amen. 

The  money  may  then  be  counted  and  the  amount  put  on  the  class 
record,  if  the  children  are  able  to  help  to  count  it,  or  the  teacher  may 
count  it  herself  if  she  thinks  best. 

On  the  first  few  Sundays  the  children  will  be  interested  in  counting 
to  see  how  many  children  there  are  in  the  class  and  in  learning  their 
names.  At  this  time  a  point  can  be  made  of  coming  every  Sunday 
and  of  trying  always  to  be  on  time. 


50  INTRODUCTORY  LESSON 

Then  should  follow  a  song  of  greeting.  Any  one  of  the  fol- 
lowing may  be  used: 

A  "  good  morning  "  or  "  good  afternoon  "  song.     See  page  41. 

"  Good  Morning  to  You."  Song  Stories  for  the  Kinder- 
garten.    Patty  S.  &  M.  J.  Hill. 

Hymn.     "All  Things   Bright   and   Beautiful." 
"  Guard  Thy  Children." 
"  Sing  a  Song  of  Gladness." 
Use  only  one  hymn ;  and  see  page  10  for  method  of  teaching  hymns. 
If  "  All  Things  Bright  and  Beautiful  "  is  used,  repeat  the  words: 
"  All  things  bright  and  beautiful, 
All  things  great  and  small, 
All  things  wise  and  wonderful, 
Our  Father  made  them  all." 

Be  sure  to  ask  the  children  which  father  is  meant.  Occasionally 
a  child  is  found  who  confuses  his  own  father  with  God.  Let  the 
children  tell  of  the  "  bright  and  beautiful  "  things  the  Heavenly 
Father  has  made,  and  ask  whether  they  would  like  to  thank  Him 
for  all  the  things  He  has  given  to  us.     Then  say : 

"  And  now,  before  my  prayer  is  said, 
I'll  close  my  eyes  and  bow  my  head." 

Prayer. 

"  Father  of  all,  in  Heaven  above. 
We  children  thank  Thee  for  Thy  love. 
Our  food,  our  homes,  and  all  we  wear 
Tell  of  Thy  loving  care."     Amen. 

The  children  will  respond  to,  and  imitate,  your  own  attitude  of 
reverence  as  you  repeat  the  words  of  the  prayer. 

Conversation  Period.  An  informal  talk  may  now  follow  about 
the  children's  homes,  and  who  live  there.  Ask  what  wakened  them, 
who  helped  them  to  get  ready  for  Sunday  School.  Find  out  whether 
they  can  help  themselves.     Suggest  that  they  do.     Bring  out  the 


INTRODUCTORY  LESvSON  57 

idea  that  in  each  home  there  is  a  family,  large  or  small,  and  as  far 
as  possible  let  the  children  talk  about  their  own  families  and  members 
of  the  household,  including  the  employed  helpers. 

Rest  Period.  Use  a  finger  play  in  this  way:  Everybody  hold 
up  one  hand  and  with  the  first  finger  of  the  other  hand  point  to 
the  members  of  the  finger  family. 

This  is  the  mother  (the  thumb) , 

This  is  the  father  (the  first  finger), 

This  is  the  brother  tall  (middle  finger). 

This  is  the  sister  (the  third  finger), 

This  is  the  baby  (the  fourth  or  little  finger), 

Oh,  how  we  love  them  all. 

Or  have  five  children  represent  a  family,  letting  the  children  choose 
Jne  father,  mother,  sister,  brother  and  baby.  The  teacher  must 
keep  herself  free  from  self -consciousness  and  that  will  prevent  self- 
consciousness  on  the  part  of  the  children. 

If  the  family  (the  five  children)  would  like  to  take  a  walk,  or  walk 
to  church  or  vSunday  School,  let  some  one  ring  an  imaginary  church 
bell.  If  there  is  any  dramatization  (see  page  20)  let  it  be  spontane- 
ous, and  necessarily  it  will  be  short. 

When  the  children  are  all  seated  again  ask  what  the  mothers  in 
our  families  do  for  us.  You  will  get  a  few  answers,  but  close  the 
talk  with  the  question,  "  What  do  our  mothers  do  for  us?"  asking 
the  children  to  think  about  it  and  tell  you  next  time. 

Table  Period.  Suggest  drawing  houses,  homes  or  members  of 
family. 

(Let  the  children  pass  materials,  one  box  of  crayons,  one  sheet  of 
paper  to  each  child,  and  be  responsible  for  putting  them  away  when 
they  have  finished.  See  page  28  for  suggestions  as  to  children's 
drawings  and  their  purpose  and  part  in  the  plan.) 

If  there  is  time,  take  a  few  minutes  while  the  children  are  still  at 
the  tables  to  let  them  hold  up  their  drawings  to  enjoy  and  perhaps  to 
criticize  them  a  little. 


68  INTRODUCTORY  LESSON 

THE  STORY  FOR  LESSSON  I 

Story  Time.  Tell  the  following  story,  showing  how  kindness  and 
gentleness  help  to  make  happy  lives  and  homes. 

*The  Little  White  Dove 

There  was  once  upon  a  time  a  white  dove  that  lived  next  door  to 
a  growly,  grizzly  bear. 

The  dove  had  a  voice  as  sweet  as  music,  but  the  bear  had  a  terrible 
growl.  He  was  always  snarling  and  growling  and  quarreling,  till 
the  white  dove  said:  "  I  cannot  stand  it  any  longer.  I  must  find  a 
new  home." 

So  early  the  next  morning  she  started  out  to  find  the  new  home. 
First  she  went  to  the  creek  and  dipped  her  wings  in  the  shining  water 
till  they  were  as  white  as  snow.  Then  away  she  flew  over  the  hills 
and  the  valley. 

"  Coo,  coo!  I  should  like  to  live  with  a  good  child,"  she  said  as 
she  flew.  By  and  by  she  came  to  a  small  white  house  by  the  road- 
side, and  there  on  the  doorstep  sat  a  little  girl  who  looked  so  much 
like  a  good  child  that  the  dove  lighted  on  a  tree  by  the  gate  and 
called  with  her  voice  as  sweet  as  music,  "  Coo,  coo!  May  I  come  in? 
Coo,  coo!  May  I  come  in?" 

But  the  little  girl  did  not  hear,  for  just  then  her  mother  called 
from  the  kitchen : 

"  Little  girl,  come  here!  I  want  you  to  rock  the  bab}^  to  sleep." 
And  before  the  dove  had  time  to  call  again  the  little  girl  began  to 
cry  as  loudly  as  she  could:  "  Boo-hoo!  I  don't  want  to  come  in! 
Boo-hoo!     Boo-hoo!" 

"  Coo,  coo,"  called  the  white  dove.  But  it  did  no  good,  so  she 
spread  her  wings  and  flew  away. 

"  I  should  rather  hve  next  door  to  a  growly,  grizzly  bear,"  she  said 
to  herself,  "  than  in  the  house  with  a  child  who  cries  like  that." 

On  and  on  she  flew,  over  the  tree  tops  and  roofs  till  she  reached 

a  big  house  that  had  a  great  many  doors  and  windows.     The  windows 

*  "  The  Little  White  Dove  "  from  "  More  Mother  Stories  "  by  Maud  Lind- 
say, by  permission  of  the  author. 


INTRODUCTORY  LESSON  50 

were  open  and,  looking  in,  the  white  dove  saw  half  a  dozen  boys 
and  girls  playing  together. 

Oh!  What  a  noise  there  was!  The  baby  had  waked  up  long  before 
he  was  through  with  his  nap,  and  he  was  crying  about  it,  and  the 
nurse  was  singing  to  him,  and  all  the  rest  were  running  and  jumping 
and  screaming,  till  altogether  there  was  such  a  din  that  the  white 
dove  could  not  make  herself  heard,  although  she  called  many  times. 

At  last,  however,  somebody  spied  her,  and  then  what  a  terrible 
time  she  had! 

Every  child  in  the  room  began  to  push  and  scramble  to  get  her. 
"  She's  mine!"  "  She's  mine!"  "  I  saw  her  first!"  "  You  didn't!" 
"  I  did!"  they  cried,  all  talking  at  once,  till  the  white  dove  spread 
her  wings  and  flew  away. 

"  It  would  be  almost  as  bad  as  living  next  door  to  a  growly,  grizzly 
bear  to  live  in  the  house  with  children  like  that,"  she  said  as  she 
flew  away. 

Her  wings  were  weary  and  she  began  to  think  she  would  have  to 
turn  back,  when  she  heard  a  sound  as  sweet  as  her  own  voice.  It 
came  from  a  brown  house  near  by,  and  the  white  dove  made  haste 
to  the  door  to  find  out  what  the  sound  was. 

When  she  put  her  head  in  at  the  door  she  saw  a  little  girl  rocking 
her  baby  brother  to  sleep  in  his  cradle;  and  it  was  this  little  girl 
who  had  the  voice  like  music.     As  she  rocked  the  cradle  she  sang:  ■ 

"  All  the  pretty  little  horses. 
White  and  gray,  black  and  bay; 
All  the  pretty  little  horses 
You  shall  see  some  day,  some  day, 
All  the  pretty  little  horses." 

"  Coo,  coo!  may  I  come  in?"  called  the  little  white  dove  softly  at 
the  door,  and  the  little  girl  looked  up. 

Now  the  child  had  often  thought  that  she  would  rather  have  a 
white  dove  than  anything  else  in  the  world,  and  she  whispered  back : 

Dear  dove,  come  in."  Then  the  white  dove  went  in  and  lived 
there  all  the  days  of  her  life  and  never  had  to  go  back  to  live  by  the 


60  INTRODUCTORY  LESSON 

growly,  grizzly  bear  any  more,  for  she  had  found  a  home  with  a 
good  child,  and  that  is  the  best  home  in  the  world. 


A  minute  or  two  may  be  given  for  the  children's  comments  and 
suggestions  about  the  story,  this  having  far  more  effect  than  if  the 
teacher  tries  to  point  out  a  moral. 

Dismissal.  Children  standing  for  prayer  and  good-bye  song. 
Closing  prayer,  by  teacher:  "  Our  Father,  help  us  to  try  to  be  kind 
and  loving  this  week."     Amen.     Good-bye  song  (see  page  9). 

Music.  (See  page  7).  Let  the  assistant  play  quietly  while 
the  children  march  around  to  say  good-bye,  one  at  a  time,  to  the 
teacher.  These  individual  good-byes  are  an  opportunity  many 
times  for  a  last  word  of  suggestion  or  help  to  children. 

(The  letters  to  parents  may  be  given  out  during  the  closing 
exercises.  It  probably  will  be  best  to  have  them  given  as  the  children 
say  good-bye  to  the  teacher,  or  the  assistant  may  give  them  out  as 
the  children  leave  the  room.  A  blank  page  is  left  on  some  of  the 
letters  to  give  an  opportunity  to  the  teacher  to  add  an  occasional 
personal  message  to  the  parent,  in  her  own  handwriting.  The  first 
letter  is  reproduced  below.  These  letters  are  furnished  in  printed 
form  by  Charles  Scribner's  Sons.) 

I 

TO  THE  PARENTS 

Each  Sunday  during  the  year,  a  letter  will 
"be  sent  to  you  from  our  Beginners'  class.   By 
means  of  this  letter  it  is  hoped  that  our  Sun- 
day School  will  keep  in  close  touch  with  you. 


INTRODUCTORY  LESSON  61 

We  want  you  to  know  what  we  are  trying  to  do  with 
your  child  each  Sunday.   We  feel  sure  that  you 
will  approve  of  our  general  aims,  and  that  you 
will  help  him  to  put  into  practice  day  "by  day,  in 
his  home  life  and  in  his  play  life,  what  we  try  to 
teach  him  on  Sunday.   We  need  your  help  also  that 
we  may  understand  your  child  and  know  better  just 
what  problems  he  is  meeting  in  his  everyday  life, 
and  how  successfully  he  is  solving  them.   You  can 
tell  us  dn  what  ways  we  might  perhaps  help  him  to 
he  more  kind,  helpful  and  obedient. 

As  a  result  of  this  year's  work  we  hope  that 
our  pupils  will  begin  to  realize  that  they  are  mem- 
bers of  God's  family.   In  short,  we  want  to  join 
with  you  in  helping  your  child  to  learn  the  great 
lessons  that  make  for  his  present  happiness  and 
future  character. 

Our  aim  for  .the  year  is  clear  and  definite. 
It  includes  instruction,  training  in  worship,  and 
training  in  service.   The  plan  for  each  Sunday 
aims  at  a  definite  result  in  conduct  as  well  as  in 


62  INTRODUCTORY  LESSON 

feeling  and  in  thought.   Our  purpose  is  not  merely 
to  give  "religious  instruction  "but  also  inspira- 
tion, that  will  immediately  affect  the  everyday 
activities  of  the  children.   And  so  each  Sunday 
our  program  will  b^e  planned  with  reference  to 
some  one  of  these  child  problems.   Each  week  our 
letter  will  tell  just  what  the  aim  of  that  Sunday 
has  "been.   Five-year-olds  are  una"ble  to  tell  to 
any  great  extent  what  lesson  is  given  them.   We 
think,  therefore,  that  this  plan  of  sending  you 
letters  will  "be  a  great  help  in  linking  home  and 
Sunday  School  more  closely  together. 

The  aim  on  this  first  Sunday  has  heen  to  get 
acquainted  with  the  children  and  to  make  them  feel 
at  home  in  the  room  with  each  other  and  with  the 
teachers  through  our  service  of  worship,  conversa- 
tion, song  and  story,  and  to  take  the  first  step 
in  bringing  home  and  Sunday-School  experiences 
close  together.   We'  talked  a'bout  our  homes  and  the 
different  mem"bers  of  the  families  who  live  in  them, 
closing  v\^ith  the  question  "What  do  our  mothers  do 


INTRODUCTORY  LESSON  63 

for  us."   The  children  are  to  think  alDout  it  and 
come  "back  to  tell  us  next  Sunday  what  their 
mothers  do  for  them.   You  will  understand  the 
reason  for  this  simple  question.   The  great  truth 
of  the  fatherhood  of  God  and  the  hrotherhood  of 
men  is  loest  learned  through  the  experience  and 
practice  of  love  in  our  relations  with  each  other 
and  first  of  all  in  the  family.   "He  that  loveth 
not  his  "brother  whom  he  hath  seen,  how  can  he 
love  God  whom  he  hath  not  seen"  (I  John  4:20).  "If 
we  love  one  another,  God  a"bideth  in  us"  (I  John 
4:12). 

You  are  cordially  invited  to  visit  our  class 
as  often  as  you  can.   We  hope  that  each  pupil 
will,  as  far  as  possihle,  come  every  Sunday  and 
"be  on  time. 


LESSON   II 

LEARNING  TO  BE  KIND 

Aim:  To  make  the  pupils  appreciate  and  respond  to  the  care 
bestowed  on  them  at  home,  at  school,  by  parents  and  teachers,  as 
a  preparation  for  bringing  to  them  the  knowledge  of  God's  care  of 
them  at  all  times. 

Verse.     "  Be  ye  kind  one  to  another."     Eph.  4:  32. 

Service  of  Worship 

Quiet  Music.  A  few  bars  from  an  instrumental  piece  or  "  All 
Things  Bright  and  Beautiful." 

Offering.  (Children  and  teacher  stand  while  basket  is  being 
passed  by  one  of  the  children.  Repeat  the  offering  prayer  while 
standing.) 

Ask  the  children  again  why  they  have  brought  money.  As  a 
rule  a  young  brother  or  sister  of  a  child  who  was  in  the  class  last 
year  will  know  what  was  done  with  some  of  the  money  the  year 
before.  Otherwise  have  suggestions  ready  for  the  children.  Then 
let  them  decide  what  shall  be  done  with  the  offering.  Their  interest 
and  responsibility  will  be  much  greater  if  the  decision  is  their  own. 
(Suggest  to  parents  that  children  have  their  own  allowance  —  and 
that  if  possible  they  earn  it.     See  letter  to  parents.) 

Greeting.     Good  morning  song. 

These  songs  of  greeting  the  children  will  learn  quickly.  By  the 
second  or  third  Sunday  let  one  child  sing  the  song  of  greeting  to  the 
others  or  to  a  new  child  or  to  one  who  has  been  absent.  Encourage 
the  children  to  look  at  each  other  as  they  sing,  and  try  to  have  the 
song  really  a  friendly  welcome  each  Sunday. 

Hymn.  Repeat  the  words  of  the  hymn  sung  last  Sunday,  and 
let  the  children  listen  to  the  music  before  they  try  to  sing  it.  Be 
sure  that  the  children  are  repeating  the  words  correctly. 

64 


LEARNING  TO  BE  KIND  65 

"  All  things  bright  and  beautiful, 
All  things  great  and  small, 
All  things  wise  and  wonderful, 
Our  Father  made  them  all." 
Again  let  the  children  tell  what  bright  and  beautiful  things  the 
Heavenly  Father  has  given  us.     Trees,  flowers,  sunshine,  birds,  etc. 
Shall  we  say,  "  Thank  you  "  to  Him? 

"  And  now,  before  my  prayer  is  said, 
I'll  close  my  eyes  and  bow  my  head." 
Prayer. 

"  Father  of  all  in  Heaven  above, 
We  children  thank  Thee  for  Thy  love. 
Oiu"  food,  our  homes,  and  all  we  wear 
Tell  of  Thy  loving  care."     Amen. 

Conversation  Period.  Do  our  food,  our  homes  and  all  we  wear 
tell  of  God's  loving  care? 

Do  you  remember  that  last  Sunday  we  talked  about  the  people 
who  live  in  our  homes?  What  do  we  call  them  all  together?  Yes, 
we  call  all  the  people  in  our  home  a  family.  Shall  we  sing  again 
about  our  finger  family  —  or  a  fainily  of  children? 

Again  let  the  children  choose  each  member  of  the  family  and,  if 
they  want  to  dramatize  some  phase  of  family  life,  let  them  have  a 
few  minutes  for  playing  whatever  they  have  chosen. 

Then  recall  the  question  you  left  with  them  at  the  end  of  last 
Sunday's  session.  Can  you  tell  some  of  the  things  our  mothers  do 
for  us?  To  this  question  there  will  be  a  great  variety  of  answers. 
Let  the  children  talk  freely,  but  from  the  first  train  them  to  wait 
politely  for  one  another.  "  This  is  a  difficult  habit  for  little  children 
to  form,  for  they  are  by  nature  driven  to  talk  rather  than  listen. 
One  must  be  patien  while  fonning  the  social  habit,  but  firm  also." 
When  yoii  have  several  children  talking  at  once,  simply  stop  all 
conversation  and  ask  how  many  people  should  speak  at  once.  When 
the  answer  comes,  "Only  one  person,"  ask  why  one  person  should 


66  ■  LEARNING  TO  BE  KIND 

speak  at  a  time,  to  get  the  answers,  "  Because  it  isn't  polite  "  and 
"  Because  no  one  can  hear  what  is  being  said,"  etc.  This  conver- 
sation may  have  to  be  repeated  several  times;  but  politeness  should 
be  insisted  on  from  the  first,  for  if  these  children  in  your  group  are 
four  or  five  years  old  they  are  not  too  young  to  be  polite  and 
thoughtful. 

Yes,  our  mothers  take  care  of  us,  make  clothes  for  us,  read  to  us, 
play  with  us,  cook  for  us,  put  us  to  bed,  etc.  Why  do  they  do  so 
many  things  for  us?  Yes,  because  they  love  us.  What  can  children 
do  for  mothers  ?  Is  there  anything  you  can  do  to  help  your  mothers, 
to  show  that  you  love  them  or  are  really  grateful  to  them  for  all 
they  do  for  you  ?  You  will  get  some  answers  that  are  true  and  some 
that  are  fictitious,  because  children  at  this  age  are  very  imaginative 
and  they  are  quite  ready  to  tell  you  they  have  done  an  impossible 
thing  for  mother.  Try  to  help  them  distinguish  between  fact  and 
fancy.  Simply  pass  over  the  fanciful  answers  at  first,  but  gradu- 
ally from  Sunday  to  Sunday  help  them,  perhaps  in  this  way,  by  saying 
in  reply  to  John  who  has  told  you  he  filled  lamps  for  his  mother, 
"  Little  boys  do  not  take  care  of  lamps,  think  of  something  you 
really  did  do  for  mother." 

How  about  our  fathers?  What  do  they  do  for  us?  The  other 
day  I  heard  of  a  little  boy  who  said  to  his  father:  "  Father,  you  do 
so  many  things  for  me,  and  it  seems  as  though  I  can't  do  anything 
for  you."  Don't  you  think  there  are  many  kind  things  a  little  boy 
can  do  for  his  father?  What  can  you  do  for  your  fathers?  Let 
the  children  tell  what  their  fathers  do  for  them  and  what  they 
can  do  for  their  fathers.  "  Be  ye  kind  one  to  another."  Let  us  all 
repeat  this  verse  together,  for  I  want  you  to  learn  it  and  remember 
it. 

Who  is  glad  when  we  are  kind  and  helpful?  Yes,  our  fathers  and 
mothers  and  the  Heavenly  Father,  too,  is  glad.  Try  to  remember 
all  the  week  to  be  kind,  and  next  Sunday  come  and  tell  us  if  you 
have  remembered. 

Rest  Period.  If  the  children  seem  to  need  a  rest  have  a  short 
march  and  then  have  them  carry  their  chairs  to  the  table. 


LEARNING  TO  BE  KIND  67 

Table  Period.  Have  the  childi-en  pass  paste  jars,  brushes,  blot- 
ters, mounts.  Then  let  them  mount  the  picture  "  Story  Time  " 
provided  for  this  lesson.  Have  each  child  place  it  carefully  on  the 
paper  the  way  he  thinks  it  looks  best.  Tell  the  children  that  they 
will  mount  more  pictures  during  the  year  and  that  these  mounts 
and  the  pictures  drawn  by  them  will  finally  be  tied  together  to 
make  a  book  of  their  own  which  they  may  take  home  at  the  end  of 
the  3^ear,  to  remind  them  of  all  they  have  been  thinlcing  and  talking 
about  during  the  year.  The  verses  and  hymns,  that  the  children 
will  learn  during  the  year,  may  be  typewritten  and  included  in  the 
book. 

After  the  pasting  has  been  finished  let  the  children  put  away  the 
materials  and  have  the  assistant  put  names  of  the  children  on  the 
mounts.  Try  to  have  everything  done  by  the  children  and  in  as 
orderly  a  way  and  as  quickly  as  possible. 

Story  Period.  Repeat  last  Sunday's  story  (see  page  58),  "  The 
Little  White  Dove."  At  the  end  of  the  story  repeat  again,  "Be  ye 
kind  one  to  another."  This  is  what  God  asks  us  to  do.  Ask  the 
children  Avhat  they  are  to  remember  all  the  week. 

Dismissal.     Close  with  prayer  and  good-bye  song. 

Music.  Quiet,  steady  music  for  marching  around  while  good-byes 
are  said  to  the  teacher. 

(The  letters  for  parents  should  be  given  out  just  before  the  dis- 
missal.) 


LESSON  III 

GOD'S  CARE 

Aim:  To  make  the  pupils  appreciate  and  respond  to  the  care 
bestowed  on  them  at  home,  at  school,  by  parents  and  teachers, 
as  a  preparation  for  appreciating  God's  care  of  them  at  all  times. 

Service  of  Worship 
Quiet  Music. 

Offering.     Prayer.      "  Heavenly  Father  Bless  Our  Offering." 

Greeting.     Song  of  Greeting. 

Hymn.     ' '  Guard  Thy  Children. 

Prayer.     "Father  of  All." 

Conversation  Period.  In  the  talks  of  the  past  Stmdays  we  have 
endeavored  to  bring  to  the  pupils  the  idea  of  the  care  of  the  father 
and  mother  for  them.  In  connection  with  concrete  things  done  for 
them  we  have  shown  how  constant  and  loving  is  the  care  of  parents 
and  friends  in  the  home.  Today  we  wish  to  emphasize,  in  our  con- 
versation, God's  care.  We  do  it  by  telling  the  story  of  how  a  mother 
cared  for  her  baby.  For  it  is  through  the  known  parental  care 
that  we  can  bring  to  the  child  an  idea  of  God's  care  and  love.  He 
readily  responds  to  the  idea  of  the  Heavenly  Father's  care  and  pro- 
tection through  his  experience  and  appreciation  of  love  and  care  in 
his  home  and  his  happy  relationships  there.  Just  as  the  child  is 
willing  to  reach  out  and  include  within  his  care  and  protection 
younger  children,  dolls,  animals,  birds,  so  he  com.es  to  have  a  feeling 
and  appreciation  of  a  Heavenly  Father's  love  and  care  and,  more 
than  that,  a  feeling  of  fellowship  with  God. 

Preparation  for  the  Story.  Ask  questions  about  getting  ready  for 
winter,  what  we  do  at  home,  the  need  for  fires,  warmer  clothing, 
work  of  father  and  mother  to  provide  things  to  make  us  comfortable. 

68 


GOD'S  CARE  69 

What   changes  take  place  out  of  doors  with  trees,   grass,   flowers, 
animals,  buds.     Who  cares  for  them?     How? 

Rest  time  for  flowers,  plants  and  trees.  Warm  coats  for  animals. 
What  do  birds  do  when  cold  weather  comes?  Do  any  of  them  stay 
here?  Can  we  do  anything  to  help  care  for  them?  How  can  we 
feed  them?  Does  the  Heavenly  Father  like  to  have  us  help  him? 
Who  has  remembered  the  verse  we  learned  last  Sunday?  Does 
any  one  think  he  has  remembered  to  be  kind? 

Suggested  Verses.     "  Be  ye  kind  one  to  another." 
"  He  careth  for  you." 

Rest  Period.     March. 

Story  Period.  "  A  Mother's  Care  of  Her  Baby."  (Exodus 
2:1-10.) 

In  another  country  long  ago  and  far  away,  there  lived  a  mother 
to  whom  God  sent  a  wee  little  baby  boy.  Now  this  mother  wanted 
to  take  the  very  best  care  of  her  baby  so  that  he  wotdd  grow  up  to 
be  a  strong,  good  man,  who  would  care  for  all  who  needed  help. 

In  that  same  country  there  lived  a  wicked  king  who  didn't  love 
little  boy  babies  and  who  wanted  to  have  them  all  destroyed. 

The  little  child's  mother  knew  about  the  king  and  knew  that  she 
must  not  let  him  know  where  her  little  son  was.  At  first  she  took 
care  of  him  in  the  house  and  kept  him  hidden  there,  but  after  a  time 
she  felt  that  she  must  find  another  and  a  safer  hiding-place.  I 
suppose  she  thought  a  great  deal  about  the  best  place  and  asked 
God  to  help  her.  Finally  she  decided  what  to  do.  She  went  to 
work  and  made  a  little  basket  bed  for  him,  and  shaped  it  so  care- 
fully to  make  it  comfortable.  Then  she  filled  the  cracks  with  pitch 
(pitch  is  a  kind  of  sticky  gum) ,  so  no  water  could  get  in.  Now  why 
do  you  suppose  she  did  that?  I'll  tell  you.  That  mother  lived  near 
a  river;  and  she  had  decided  that  the  safest  place  for  her  little  son 
was  away  from  the  house,  down  by  the  river's  edge  among  the  tall 
grasses  called  bulrushes.  So  when  the  little  basket  boat  was  finished 
"  she  put  the  child  therein  and  laid  it  in  the  bulrushes  at  the  river's 
bank." 


70  GOD'S  CARE 

Now  the  baby  had  a  big  sister,  Miriam,  who  loved  her  little  brother 
very  much  and  wanted  to  help  in  the  care  of  him.  So,  when  the 
mother  had  laid  the  baby  in  the  boat  and  covered  him  up,  Miriam 
stood  far  away  from  him,  but  not  too  far  to  see  if  any  one  went  near 
him. 

Presently  the  king's  daughter  came  down  by  the  river  with  her 
maidens  to  bathe.  She  soon  saw  that  curious  little  basket  boat 
among  the  bulrushes  and  sent  her  maid  to  get  it.  When  the  basket 
was  opened,  you  can  imagine  how  surprised  she  was  to  find  a  little 
baby.  The  baby  woke  up  and  began  to  cry.  Now  when  the  king's 
daughter  saw  that  the  little  baby  had  been  hidden  away,  she  knew 
it  was  one  of  the  boy  babies  her  father,  the  king,  wanted  to  destroy. 

Just  then  the  baby's  sister,  Miriam,  came  to  see  what  was  going 
to  happen  to  her  little  brother,  and  when  she  saw  that  the  princess 
wanted  the  baby  for  her  own  she  quickly  said,  "  Shall  I  go  and  call  a 
nurse  that  she  may  nurse  the  baby  for  you  ?"  And  the  king's  daughter 
said,  "  Go."  Now  whom  do  you  think  Miriam  called?  She  went 
and  called  the  baby's  own  good  mother. 

And  the  king's  daughter  said,  "  Take  the  baby  away  and  nurse 
it  for  me."  So  the  mother  took  her  boy  baby  home  and  nursed  it 
for  the  king's  daughter. 

And  the  baby  grew  up  well  and  strong  and  when  he  was  older 
the  mother  took  him  back  to  the  king's  daughter,  and  he  was  her 
son,  and  she  called  his  name,  Moses. 

Do  you  think  that  the  Heavenly  Father  cares  for  us?    How? 

Yes,  He  gives  us  fathers  and  mothers,  homes  and  friends,  a  beauti- 
ful out-of-doors  and  sunshine  and  play  time,  night  and  rest  time, 
our  food  and  clothing;  so  many  beautiful  and  wonderful  things. 

Our  prayer  says : 

"  Our  food,  our  homes  and  all  we  wear 
Tell  of  Thy  loving  care." 

Shall  we  stand  up  and  sing  "  Sing  a  Song  of  Gladness." 

Table  period.  Drawing  of  pictures  by  the  children,  illustrat- 
ing the  story.     If  the  teacher  prefers  to  have  the  children  mount  a 


GOD'S  CARE  71 

picture,  ''  Moses  in  the  Bulrushes  "  (Wilde  pictures)  can  be  secured 
from  the  New  York  Sunday  School  Commission,  73  Fifth  Avenue, 
New  York. 

Carry  chairs  back  to  the  circle. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  around  while  good-byes  are  said. 


LESSON  IV 

GOD'S  CARE 

Aim :  To  make  the  pupils  appreciate  and  respond  to  the  care  be- 
stowed on  them  at  home,  at  school,  by  parents,  teachers  and  friends, 
as  a  preparation  for  appreciating  God's  care  for  them  at  all  times. 

Service  of  Worship 

Quiet  Music.  Music  of  "  Guard  Thy  Children,"  or  instrumental 
music. 

Offering.     Prayer. 

Again  ask  why  the  money  has  been  brought  and,  for  the  sake  of 
any  newcomers,  let  the  children  explain  what  is  to  be  done  with  it. 
Also  find  out  whether  any  of  the  children  earn  the  money  they  bring. 
Suggest  that  they  do  try  to  earn  it. 

Greeting.     "  Good  Morning,  Good  Morning  to  You." 

Hymn.  "  All  Things  Bright  and  Beautiful."  Repeat  the  words 
of  "  Guard  Thy  Children." 

Listen  to  the  music  again.  It  is  often  better  just  to  hear  the 
melody  a  few  times  before  trying  to  sing. 

Then  say :       "And  now,  before  my  prayer  is  said, 

I'll  close  my  eyes  and  bow  my  head." 

Prayer.     "  Father  of  all,  in  Heaven  above."     (See  page  56) 
Verses.     Ask  who  remembers  one  of  the  verses  we  ha\^e  learned. 
Repeat  together  and  let  different  children  repeat:  "  Be  ye  kind  one 
to  another,"  "  He  careth  for  you." 

Conversation  Period.  Have  you  remembered  the  verse  about 
being  kind  this  week?  Has  any  one  been  kind  to  you?  Have  you 
seen  any  one  doing  a  kindness  for  some  one  else?  If  you  think  you 
have  remembered  to  be  kind  and  loving  to  father  and  mother,  would 
you  like  to  stand  up  and  tell  us  when  you  have  remembered  ?  (When 
the  children  all  stand  up  and  each  has  something  to  tell,  be  sure 
that  each  speaks  in  his  turn.     If  some  children  insist  on  speaking 

72 


GOD'S  CARE  73 

out  of  turn,  help  the  children  make  a  rule  about  what  shall  be  done 
with  those  who  are  not  willing  to  wait  for  others.  However,  this 
probably  will  not  often  be  necessary.)  Find  out  through  this  infor- 
mal talk  what  thoughts  the  children  have  taken  home  with  them 
and  what  they  have  remembered  through  the  week. 

Speak  again  of  preparation  for  winter  out  of  doors.     Ask  the 
children  to  tell  what  they  have  seen  that  makes  them  think  that 
winter  is  coming. 
Repeat  to  them: 

"  Clouds  of  gray  are  in  the  sky, 
Flocks  of  birds  are  passing  by, 
Trees  all  dressed  in  faded  brown 
Send  their  leaves  all  fluttering  down. 

Little  flowers  downward  creep, 

Hide  their  drowsy  heads  and  sleep, 

And  the  world  must  say  good-night 

Till  spring  comes  back  with  sunshine  bright." 

God  gives  us  fathers  and  mothers  to  take  care  of  us  and  so  many 
things  out  of  doors  to  enjoy.     Isn't  He  a  very  kind  Heavenly  Father? 

Rest  Period.  Be  quick  to  notice  signs  of  restlessness  or  fatigue 
and,  when  they  appear,  have  the  pupils  change  position,  or  exercise, 
or  rest  in  some  way.  It  is  impossible  for  children  of  this  age  to  sit 
quietly  in  their  chairs  and  give  attention  for  more  than  a  few  minutes 
at  a  time. 

Table  Period.  Drawing.  Suggest  drawing  pictures  of  autumn 
scenes.  (Have  the  children  pass  materials,  one  box  of  crayons  and 
one  sheet  of  drawing  paper  to  each  child.) 

Story  Time.     Repeat  story  of  "  Moses  in  the  Bulrushes." 

(The  children  may  help  tell  the  story  or  one  child  perhaps  will 
volunteer  to  tell  it  alone,  or  it  may  be  best  for  the  teacher  to  repeat 
the  story  as  it  was  told  last  Sunday.) 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  out. 


LESSON  V 

HOW  CHILDREN  MAY  CARE  FOR  OTHERS 

Aim :  To  make  the  children  desire  to  help  care  for  younger  chil- 
dren, animals  and  all  living  things,  and  to  show  how  they  may  help. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting. 

Hymn.  "Guard  Thy  Children,"  or  "All  Things  Bright  and 
Beautiful." 

Prayer.     "  Father  of  All." 

To  say,  each  Sunday,  before  the  prayer, 
"  And  now,  before  my  prayer  is  said, 
I'll  close  my  eyes  and  bow  my  head," 
will  help  to    center    the  attention  on    the  words  the   children  are 
repeating.     We  sometimes  ask  the  children  why  we  close  our  eyes  and 
get  the  answer,   "  Because  we  can  think  better  about  what  we  are 
saying." 

Conversation  Period.  (For  planning  the  talk,  more  suggestions 
have  been  given  than  would  probably  be  used  in  one  morning's 
conversation  period.)  What  time  of  the  year  is  it?  Where  are 
all  the  birds  that  sang  to  us  in  the  stimmer  time?  Do  you  see  them 
any  longer?  Where  are  the  flowers?  Yes,  the  birds  have  flown 
away  to  a  wanner  country  where  they  can  find  plenty  of  food,  and 
the  trees  and  plants  and  flowers  are  having  a  rest  time  for  the 
winter.  The  Heavenly  Father  has  made  out-of-doors  all  ready  for 
a  long  winter's  sleep. 

74 


HOW  CHILDREN  MAY  CARE  FOR  OTHERS  75 

Do  all  the  birds  fly  south  in  winter?  Who  knows  the  names  of 
some  of  the  birds  that  stay  all  through  the  cold  weather  ?  Sparrows, 
pigeons,  chickadees  and  snow  birds ;  can  they  always  find  enough  to 
eat?  We  can  help  take  care  of  them.  For  after  the  fall  time  winter 
and  snow  will  surely  come  and  then  the  birds  do  need  our  care, 
and  the  squirrels,  too,  are  glad  of  nuts.  Do  you  think  the  Heavenly 
Father  is  glad  to  have  us  feed  the  birds  and  squirrels  ?  Do  the 
animals  get  ready  for  winter,  too  ?  Yes,  just  as  we  said  that  we  wear 
wanner  clothes,  so  the  animals  have  longer,  thicker  fur  coats  in  the 
winter.  So  you  see  in  this  way  the  Heavenly  Father  takes  care 
of  the  animals,  too,  and  makes  them  warm  and  comfortable.  Next 
time  you  see  a  kitty  or  a  dog  you  look  and  see  whether  he  hasn't  a 
nice,  thick,  warm  coat.  Perhaps  you  have  a  pet  dog  or  kitten  or 
bird  —  have  you  ?  If  you  have,  do  you  ever  help  take  care  of  him  ? 
Do  you  feed  him?  Are  you  kind  to  him  or  do  you  tease  him?  Do 
animals  need  good  care  just  as  children  do,  to  be  fed  every  day  and 
to  play  and  rest?  Yes,  of  course  they  do.  What  are  our  warm 
clothes  made  of?  Where  do  we  get  wool?  Yes,  the  sheep  give  us 
wool.  You  Icnow  every  spring  when  it  gets  warni  the  sheep's  wool 
is  cut  ofif  and  is  used  to  make  us  warm  clothes  for  winter.  Be  sure 
that  the  children  understand  that  the  sheep  are  not  killed  or  hurt 
when  the  wool  is  cut  off.  I  wonder  if  any  one  has  anything  made 
of  wool  to  wear  in  cold  weather  —  coats,  suits  and  mittens  and  caps 
are  made  of  wool  sometimes. 

Do  you  know  who  takes  care  of  the  sheep  that  live  out  in  the 
fields  in  the  country?  There  usually  are  a  good  many  of  them  and 
they  need  a  great  deal  of  care. 

Show  pictures  of  shepherd  and  sheep. 

I  know  a  little  hymn,  too,  that  I  think  you  would  like  to  learn. 

"  Little  lambs,  so  white  and  fair, 
Are  the  Shepherd's  constant  care. 
Now  he  leads  their  tender  feet 
.    Into  pastures  green  and  sweet." 


76  HOW  CHILDREN  MAY  CARE  FOR  OTHERS 

What  does  "  constant  "  mean?     What  does  "  tender  "  mean? 

(Note:  Never  use  a  word  in  talk,  story  or  song,  without  being 
sure  that  the  children  know  the  meaning.) 

Table  Period.  Moimt  the  pictiirc  "  Shepherd  and  Sheep  "  pro- 
vided with  this  course. 

(Let  children  pass  materials,  and  as  far  as  possible  be  responsible 
for  putting  them  away.) 

Story. 

The  Little  Shepherd.* 

The  shepherd  was  sick  and  the  shepherd's  wife  looked  out  from 
her  door  with  anxious  eyes.  "  Who  will  take  the  sheep  to  the  pasture 
lands  today?"  she  said  to  her  little  boy,  Jean.  "  I  will,"  cried  Jean. 
"  I  will.     Mother,  let  me." 

Jean  and  his  father  and  mother  lived  in  the  country,  where  there 
were  quiet  fields  and  meadows.  Every  morning,  as  soon  as  it  was 
light,  Jean's  father  was  up  and  away  with  his  sheep.  He  had  never 
missed  a  morning  before  and  the  sheep  were  bleating  as  if  to  say, 
"  Don't  forget  us  today." 

The  sheep  were  Jean's  playfellows,  for  he  had  no  brothers  and 
sisters.  There  was  nothing  he  liked  better  than  to  wander  with 
them  in  the  pleasant  pastvires,  and  already  they  knew  his  voice 
and  followed  his  call. 

"  Let  the  lad  go,"  said  the  old  grandfather.  "  When  I  was  no 
older  than  he  I  watched  my  father's  flock."  Jean's  father  said  the 
same  thing,  so  the  mother  made  haste  to  get  the  little  boy  ready. 
"  Eat  your  dinner  when  the  shadows  lie  straight  across  the  grass," 
she  said  as  she  kissed  him  good-bye. 

"  And  keep  the  sheep  from  the  forest  paths,"  called  the  sick 
father.  "  And  watch,  for  it  is  when  the  shepherd  is  not  watching 
that  the  wolf  comes  to  the  flock,"  said  the  old  grandfather.  "  Never 
fear,"  said  little  Jean,  "  the  wolf  shall  not  have  any  of  my  white 
lambs."  There  were  white  sheep  and  black  sheep  and  froHcsome 
lambs  in  the  shepherd's  flock  and  each  one  had  a  name  of  its  own. 

*Adapted  from  story  by  Maud  Lindsay  in  "  More  Mother  Stories." 


HOW  CHILDREN  MAY  CARE  FOR  OTHERS  77 

There  were  Babette,  and  Nanette,  and  Pierrot  and  Jeanot,  —  I 
cannot  tell  them  all,  but  Jean  laiew  every  one.  "  Come,  Bettine 
and  Marie,  come,  Pierrot  and  Croisette.  Come,  pretty  ones  all," 
he  called  as  he  led  them  from  the  fold  that  day.  "  I  will  take  you 
to  the  meadows  where  the  daisies  grow." 

"  Baa,"  answered  back  the  sheep  as  they  followed  him  over  the 
hills  to  the  pasture  lands  where  there  was  plenty  of  green  grass  to 
eat  and  water  to  drink. 

The  other  shepherds  were  there  with  their  flocks,  so  Jean  was 
not  lonely.  He  watered  his  sheep  at  the  dancing  brook  and  led 
them  along  its  shady  banks  to  feed  in  the  sunny  fields  beyond,  and 
not  one  lambkin  strayed  from  his  care  to  the  forest  paths. 

The  forest  lay  dim  and  shadowy  on  one  side  of  the  pasture  lands. 
The  deer  live  there,  and  the  squirrels  ,and  many  other  animals  that 
love  the  woods,  where  the  trees  grow  thick  and  dark.  There  had 
been  wolves  in  the  forest,  but  they  had  been  driven  away  and  the 
shepherds  feared  them  no  longer,  except  the  old  men  like  Jean's  grand- 
father, and  little  boys  like  Jean,  talked  about  them  still. 

Jean  was  not  afraid,  oh,  no!  He  sang  with  the  birds  and  ran  with 
the  brook  as  he  watched  the  sheep  from  early  morning  till  noon, 
and  when  the  sun  was  high  over  his  head  it  was  time  for  him  to  eat 
his  dinner.  There  were  little  cakes  in  Jean's  dinner  basket.  He  had 
seen  his  mother  put  them  in,  but  he  had  not  tasted  a  single  otie  before. 

Then  out  in  the  road  beyond  he  heard  the  soimd  of  men  march- 
ing, and  there  was  a  band  of  music. 

The  other  shepherds  heard  too,  and  they  began  to  run.  "  The 
soldiers  are  coming,"  they  cried.  "  Come,  let  us  see  them  as  they 
pass  by." 

"Who  will  take  care  of  the  sheep?"  asked  Jean,  but  nobody 
answered,  so  he,  too,  left  his  dinner  and  ran  with  the  rest  up  the 
hillside  toward  the  road. 

"  How  pleased  my  mother  will  be  when  I  tell  her  I  have  seen  the 
king,"  he  said  to  himself  as  he  was  hurrying  over  the  hilltop,  when 
all  at  once  he  remembered  the  forest,  and  the  wolf  and  his  grand- 
father's words. 


78  HOW  CHILDREN  MAY  CARE  FOR  OTHERS 

"  Come  on,"  called  the  others. 

"  I  must  stay  with  m}^  sheep,"  answered  Jean;  and  he  turned  and 
went  back,  though  the  pipes  and  the  dmms  all  seemed  to  say.  "  Come 
this  way,  come  this  way."  He  could  scarcely  keep  from  crying  as 
he  listened. 

There  was  nothing  in  sight  to  hann  the  sheep,  and  the  pasture 
lands  were  quiet  and  peaceful,  but  into  the  forest  had  come  that 
day  a  gray,  hungry  wolf.  His  eyes  were  bright,  his  ears  were  sharp, 
and  his  four  feet  were  as  soft  as  velvet,  as  he  came  creeping,  creep- 
ing, creeping,  creeping  under  the  branches  and  through  the  tangle- 
wood.  He  put  his  nose  out  and  sniffed  the  air,  and  he  put  his  head 
out  and  spied  the  sheep  left  alone  in  the  meadows.  "  Now's  my 
chance,"  he  said,  and  out  he  sprang  just  as  little  Jean  came  down 
the  hill. 

"Wolf,  wolf,  wolf!"  shouted  Jean.  "Wolf,  wolf,  wolf!"  He  was 
only  a  little  boy,  but  he  was  brave  and  his  voice  rang  clear  as  a  bugle 
call  over  the  valley  and  over  the  hill,  "  Wolf,  wolf,  wolf!" 

The  shepherds  and  soldiers  came  running  to  answer  the  cry, 
and  as  for  the  gray  wolf  he  did  not  even  stop  to  look  behind  him  as 
he  hurried  back  to  the  forest  without  even  touching  a  lamb.  He 
ran  so  fast  and  so  far  that  he  never  was  seen  in  that  country  again, 
although  the  shepherds  watched  for  him  day  after  day. 

When  evening  came  Jean  led  his  sheep  home,  white  sheep  and 
black  sheep  and  frolicsome  lambs  —  not  one  was  missing.  "Was 
the  day  long?  Did  you  get  tired?"  asked  his  mother,  who  was  watch- 
ing for  him,  from  the  doorway. 

"Are  the  sheep  all  in?"  called  the  sick  father.  "  Did  the  wolf 
come?"  said  the  old  grandfather;  but  you  can  guess  what  Jean  said, 
and  what  a  story  he  had  to  tell  them. 

You  don't  have  a  chance  to  help  take  care  of  sheep,  do  you? 
"  Yes,  I  do,"  said  Donald,  one  time.  "  When  I  go  to  see  my  grand- 
father in  the  simimer,  I  help  take  care  of  his  sheep,  for  I  help  to  feed 
them."  "  What  did  you  feed  them?"  we  asked.  "  I  give  them  salt," 
said  Donald.  Are  there  any  pet  animals  in  your  homes?  Do  you 
feed  them  yourselves?     Always  remember  that  the  pet  birds  and  dogs 


HOW  CHILDREN  MAY  CARE  FOR  OTHERS  79 

and  kittens  get  hungry  and  cold  and  tired  just  as  you  do,  and  they 
need  to  be  taken  care  of  every  day. 

And  how  about  the  babies  and  little  sisters  and  brothers  ?  Can  you 
help  take  care  of  them?  Try  this  week  to  remember  that  the 
Heavenly  Father  wants  you  to  help  to  take  care  of  the  little  children 
and  the  pets  in  your  homes. 

Dismissal.  Good-bye  song.  Pra^^er.  Giving  out  letters  for 
parents. 

Music  for  marching  while  good-byes  are  said. 


LESSON  VI 

HOW  CHILDREN  AMY  CARE  FOR  OTHERS 

Aim:  To  make  the  children  desire  to  help  care  for  younger  chil- 
dren, animals  and  all  living  things. 

Seryice  of  Worship 
Quiet  Music.     New  hymn. 

Have  the  melody  only  of  "  Little  Lambs  so  White  and  Fair  " 
played  two  or  three  times  while  the  children  listen  without  humming. 
Offering.     Prayer. 

(It  is  well  each  Sunday  to  recall  what  is  to  be  done  with  the  offer- 
ing, to  help  the  children  keep  it  in  mind.  There  are  always  some 
children  who  have  forgotten.  The  interest,  joy  and  responsibility 
of  bringing  money  each  Simday  will  be  in  proportion  to  the  imder- 
standing  of  and  interest  they  have  in  the  cause  for  which  it  is  to  go.) 
Greeting.  Song  of  Greeting. 
Hymn. 

"  All  Things  Bright  and  Beautiful." 
"  Guard  Thy  Children." 


"  And  now,  before  my  prayer  is  said, 
I'll  close  my  eyes  and  bow  my  head." 

Prayer.  "  Father  of  all,  in  Heaven  above." 

How  many  children  talk  to  the  Heavenly  Father  at  home?  "  I 
say  a  prayer  every  night,"  says  Helen.  "  And  so  do  I,"  sa}^  several 
other  children.  And  "  We  say  a  prayer  in  kindergarten  every  morn- 
ing." Let  the  children  talk  freely  and  express  the  ideas  they  have 
about  prayer.  An  excellent  book  for  the  teacher  to  read  is  "The  Dawn 
OF  Religion  in  the  Mind  of  the  Child,"  by  E.  E.  R.  Mumford. 

Listen  again  to  music  of  new  hymn,  "  Little  Lambs  so  White 
and  Fair."  Let  the  children  go  over  to  the  piano,  if  the  class  is 
not  too  large,  and  hum  the  music.     See  if  the  children  remember 

80 


HOW  CHILDREN  MAY  CARE  FOR  OTHERS  81 

the  words  without  telHng  them.  Repeat  the  words,  and  be  sure 
that  the  meaning  of  unfamiHar  ones  is  understood.  Sing  one  verse, 
and  repeat  two  or  three  times,  leaving  the  second  verse  until  another 
Sunday. 

Rest  Period.  If  the  children  need  a  rest  this  might  be  a  good  time 
to  let  them  dramatize  a  play  of  shepherd  and  sheep,  or  perhaps  a 
march  or  other  exercise  woiild  be  better.  It  is  possible  to  give  sug- 
gestions only,  for  in  every  group  of  children  the  plan  will  work  out 
differently. 

Conversation  Period.     Last  week  we  talked  about  getting  ready 
for  winter,  indoors  and  out  of  doors,  and  how  the  Heavenly  Father 
takes  care  of  flowers,  birds,  seeds,  animals,  and  we  said  that  we 
can  help,  too.     We  can  help  take  care  of  the  birds,  and  of  our  pets 
at  home.     I  wonder  if  any  one  has  remembered  this  week, 
"  Be  ye  kind  one  to  another." 
"  He  careth  for  you." 
Has  any  one  tried  to  help  care  for  some  one  else,  a  little  brother  or 
sister,  or  a  little  friend,  or  pets  or  birds  ? 

On  one  occasion  a  little  boy  said,  "  I  was  very  kind  to  my  baby 
this  week.  When  he  knocked  my  block  houses  down  I  didn't  say 
anything.  I  just  let  him  do  it."  Another  took  care  of  his  baby 
sister  when  she  was  in  a  carriage  out  in  front  of  his  home,  and  so 
on.  We  want  the  talks  and  stories  of  our  Sunday,  with  the  thoughts 
and  feelings  that  have  been  awakened,  to  carry  over  into  the  conduct 
of  the  week.  That  is  the  only  way  the  teaching  on  Sundays  can 
have  any  lasting  meaning  to  the  children.  Unless  action  follows 
promptly,  the  feeling  evaporates. 

Table  Period.  Drawing,  shepherd  and  sheep.  Passing  of  materials 
to  pupils,  one  sheet  manila  drawing  paper. 

Story  Time.     Tell  again  the  story  of  "  The  Little  Shepherd." 

Dismissal.  Prayer  by  teacher.  Good-bye  song.  Giving  out 
letters  for  parents. 

Music  while  children  march  around  to  say  good-bye,  or  teacher 
walks  around  the  circle  to  say  good-bye  to  each  child. 


LESSON  VII 

THANKSGIVING  LESSONS 

Aim:  To  make  the  children  conscious  of  care  received,  and  to 
encourage  a  feeling  of  gratitude,  leading  up  to  the  idea  that  the  best 
evidence  of  gratitude  is  to  do  helpful  acts  for  others. 

Service  of  Worship 
Quiet  Music. 

Offering.     Prayer. 

Greeting. 

Hymn. 

"  Thank  Him  "  (see  page  47). 
"  Guard  Thy  Children." 
Prayer. 

Conversation  Period.  When  some  one  does  some  very  kind  thing 
for  you  or  gives  you  something  you  need,  what  do  you  do  or  say? 
Yes,  if  you  are  polite  you  will  always  say  "  Thank  you."  To  whom 
should  we  say  "Thank  you"?  Yes,  oiu-  fathers  and  mothers, 
brothers,  sisters,  friends,  teachers,  all  are  doing  things  for  us  every 
day.  Do  you  remember  the  little  boy  who  said  to  his  father, 
"  Daddy,  you  do  so  many  things  for  me,  and  it  seems  as  if  I  can't 
do  anything  for  you"?  Do  you  think  that  little  boy  could  do  any- 
thing for  his  father  besides  just  saying  "  Thank  you"?  What  can 
you  do  for  your  fathers  and  mothers  and  friends  ? 

I  wonder  if  any  one  knows  what  holiday  is  coming  this  month? 
Yes,  Thanksgiving  Day.  Why  do  we  have  a  Thanksgiving  Day? 
Does  anybody  know  ?     I  know  a  verse  that  says : 

"  Oh,  come,  dear  little  children,  come. 
Our  grateful  thanks  to  bring. 
For  all  the  han-est  gathered  in 
Ere  winter  storms  begin." 
82 


THANKSGIVING  LESSONS  83 

What  is  the  harvest  ?  Do  you  remember  last  spring  when  the  farm- 
ers planted  seeds  in  their  fields  and  when  there  were  buds  and 
blossom.s  on  the  fruit  ti*ees?  In  the  gardens,  and  fields  and  orchards 
ever  since  last  spring  grains  and  fruits  and  vegetables  have  been 
growing  all  through  the  summer  and  early  fall,  until  now  when  it  is 
ahnost  winter  we  have  ever  so  many  kinds  of  food,  grains  and  vege- 
tables and  fruit  all  ready  for  winter,  when  it  will  be  cold  and  snowy 
and  things  cannot  grow  out-of-doors.  Who  made  all  the  things 
grow?  Yes,  the  Heavenly  Father  sent  rain  and  sunshine  to  make 
things  grow,  and  now  we  are  all  ready  for  winter,  and  that's  the 
reason  we  ha^'e  a  "  Thank- you  Day,"  to  give  thanks  to  the  Heavenly 
Father.  The  church  bells  ring  on  Thanksgiving  Day  and  people  go 
to  church  as  they  do  on  Sunday. 

Show  pictures  of  harvest,  for  example,  the  farmer  and  his  store 
of  fruits  and  vegetaVjles,  Jessie  Willcox  Smith's  picture  of  two  little 
children  giving  thanks,  or  any  other  pictures  suitable  for  Thanks- 
giving. These  can  easily  be  found  in  magazines  and  weekly  periodi- 
cals. 

Hymn.     (One  of  the  following:) 

"  Sing  a  Song  of  Gladness." 

"  Thank  Him,  Thank  Him." 

"  Oh,  Come,  Dear  Little  Children,  Come." 

Rest  Period.  Ring  church  bells.  Each  child  may  pull  the  rope 
of  an  imaginary  church  bell  keeping  time  with  the  music  (see  page  9) . 

Table  Period.  Motmting  the  picture  "Thanks  Giving"  pro- 
vided with  this  course. 

Story  Period.  Today  I  am  going  to  tell  you  a  "  thank-you  " 
story.  First  I  want  to  know  whether  you  have  ever  been  sick  or 
known  any  one  who  has  been  sick  ?  Did  you  like  it  ?  Is  it  nice  to 
be  sick?  Did  you  ever  have  to  stay  away  from  other  people ?  (Listen 
patiently  to  children's  tales  of  their  own  ills,  for  they  are  quite  as 
serious  and  important  to  them  as  the  ills  of  grown-ups.) 

Are  you  glad  to  be  well  and  able  to  run  and  play?  Is  that  really 
something  to  say  "  Thank  you  "  for? 


84  THANKSGIVING  LESSONS 

Now  listen  to  my  story.  [First  explain,  if  necessary,  who  Jesus 
is.] 

Healing  the  Ten  Lepers 
(Luke  17:  11-19) 

One  time  when  Jesus  was  going  on  a  journey  he  came  to  a  little 
village  where  there  were  ten  very  sick  men.  They  were  called 
lepers  because  they  had  a  very  dreadful  disease.  It  was  so  bad 
that  they  were  not  allowed  to  stay  in  their  homes  in  the  village. 
They  had  to  live  far  away  out  in  the  fields  and  beg  for  food  by  the 
roadside  because  every  one  was  afraid  to  go  near  them,  and  no  one 
knew  how  to  make  them  well.  These  poor  men  were  very  sad  and 
lonely,  and  I  suppose  they  were  always  looking  for  some  one  to  come 
who  wouldn't  be  afraid  of  them  and  could  help  them  to  get  well. 

When  they  saw  Jesus  coming  and  noticed  what  a  kind,  loving  face 
he  had,  they  stood  way  off  and  called  to  Him  and  said,  "  Jesus, 
Master,  have  mercy  on  us,"  and  I  think  that  meant  "  Please  come 
and  help  us." 

And  when  Jesus  saw  them  he  wasn't  afraid  of  them,  and  he  was 
very  sorry  for  them,  and  he  told  them  what  to  do  and  where  to  go 
to  get  well.  Then  they  did  just  as  he  told  them  to,  and  every  one 
of  them  became  well. 

One  of  those  men  was  so  glad  to  be  well  that  he  turned  around, 
and  went  straight  back  to  Jesus  to  say  "  Thank  you,"  and  to  tell 
him  how  happy  he  was  that  the  Heavenly  Father  had  sent  Jesus  to 
make  them  well. 

Then  Jesus  said,  "  Were  there  not  ten  men  who  were  made  well? 
Where  are  the  other  nine?"  What  do  you  think  he  meant  when  he 
asked  this?  Yes,  the  others  all  forgot.  Aren't  you  glad  you  are 
well  today?  Every  one  stand  up.  Now  each  child  in  turn  may  tell 
if  he  has  something  for  which  to  say  thank  you.  When  you  have 
told  us,  sit  down.  Shall  we  try  this  week  to  remember  always  to  be 
very  polite  and  kind?  Come  next  week  and  tell  if  you  have  re- 
membered. 


THANKSGIVING    LEvSSONvS  85 

Before  we  sing  good-bye,  let  us  all  thank  the  Heavenly  Father 
for  all  the  things  He  has  given  us,  and  for  keeping  us  well. 

Prayer.  Our  Father,  we  are  glad  to  be  well,  and  we  are  thankful 
for  all  the  things  Thou  hast  given  to  us.  Help  us  this  week  to  re- 
member to  show  our  thanks  by  doing  something  for  some  one.     Amen. 

Dismissal.     Good-bye  song.     Giving  out  letters  for  parents. 

Music  as  the  children  march  around  to  say  good-bye. 


LESSON   VIII 

THANKSGIVING  LESSONS 

Aim:  To  develop  thankfulness,  exi:)ressing  itself  in  helpfulness 
and  loving  service  toward  others. 

Service  of  Worship 
Quiet  Music 
Offering.     Prayer. 
Greeting. 

Hymn.     "  Sing  a  Song  of  Gladness,"  or  "  Thank  Him." 
Prayer.     "  Father  of  All  in  Heaven  Above." 
Verses. 

"Be  ye  kind  one  to  another." 

"  He  careth  for  j^ou." 

"  Oh,  come,  dear  little  children,  come 
Our  grateful  thanks  to  bring 
For  all  the  har\' est  gathered  in 
Ere  winter  storms  begin." 

Conversation  Period.  To  whom  do  we  owe  thanks?  Parents. 
Teachers.     Friends.     God. 

To  God  for  His  care  of  us,  of  birds,  of  animals,  of  flowers,  and  for 
the  preparation  for  winter. 

Last  week  we  talked  about  the  harvest.  What  is  the  harvest? 
Yes,  all  the  ripe  vegetables,  fruits  and  grains  that  have  been  stored 
away  for  winter  are  the  harvest.  Early  in  the  spring  they  were 
planted  and  all  through  the  spring  and  suminer  months  they  have 
grown,  helped  by  the  rain  and  sunshine.  Who  sends  the  rain  and 
sunshine?  Yes,  the  Heavenly  Father  takes  care  of  all  the  growing 
things  as  well  as  the  birds  and  animals.     Does  he  take  care  of  us,  too  ? 

86 


THANKSGIVING  LESSONS  87 

What  did  we  say  last  Sunday  that  we  were  going  to  try  to  remember 
all  this  last  week  ?     Yes,  we  were  going  to  remember  to  be  very  polite. 

I  wonder  who  has  remembered  to  be  polite  this  week  and  say, 
"  Thank  you  "  when  things  have  been  given  to  you  or  done  for  you. 
Every  one  who  can  remember  one  time  when  he  has  said  "Thank 
you,"  stand  up.  (Let  the  children  tell  you  when  they  have  remem- 
bered to  be  polite.  Never  forget  to  help  the  children  to  form  the  habit 
of  courtesy.)  Is  it  always  easy  to  remember  to  say  "  Thank  you  ".? 
No,  indeed,  it  isn't.  You  just  have  to  stop  and  think,  don't  you? 
You  like  to  have  people  polite  to  you,  don't  you?  So  it  must  make 
your  parents  and  your  friends,  teachers  and  the  Heavenly  Father 
glad  when  you  remember. 

But  is  there  anything  else  beside  just  saying  "  Thank  you  "?  I 
know  a  verse  that  says: 

"  Politeness  is  to  do  and  say 
The  kindest  thing  in  the  kindest  way." 

Introduce  the  idea  of  either  giving  part  of  your  money,  or  sending 
a  Thanksgiving  dinner  for  a  family  in  your  com.munity.  Let  the 
children  decide  what  they  want  to  do  about  it.  Talk  over  what 
should  be  sent  in  a  Thanksgiving  dinner  basket.  Let  the  children 
make  suggestions,  and  later  be  sure  to  see  that  the  parents  know 
what  is  expected  of  the  children. 

If  you  are  really  thanlcful  to  all  3^our  good  friends,  you  will  try 
to  do  something  to  show  it,  by  being  kind  and  helpful  and  loving  to 
all  of  the  people  who  do  so  many  things  for  you,  and  to  others  who 
need  help.  After  we  have  a  march,  would  you  like  to  hear  again 
the  story  of  the  "  Ten  Lepers"  ? 

Rest  Period.     March. 

Story  Time.  Repeat  the  story  of  the  "  Ten  Lepers." 
Don't  you  suppose,  after  those  men  were  made  well,  they  wanted 
to  go  and  do  something  to  make  some  one  else  glad?  Try  to  remem- 
ber all  this  week  not  only  to  say  "  Thank  you,"  but  to  do  a  "  thank 
you  "  each  time.  What  can  you  do  for  father  and  mother  and  your 
friends  ? 


88  THANKSGIVING  LESSONS 

Let  the  children  suggest  what  they  can  do  at  home. 

Table  Period.     Drawing,  harvest  picture. 

Dismissal.  Prayer.  Heavenly  Father,  help  us  all  this  week  to 
show  in  what  we  do  our  thankfulness  to  our  friends  and  to  Thee. 
Amen. 

Good-bye  song.     Giving  out  letters  for  parents. 

Music  for  marching  out. 


LESSON  IX 

THANKSGIVING  LESSONS 

Aim:  To  develop  the  idea  of  thankfulness  into  helpful  acts 
for  others.  To  make  pupils  realize  that  action  is  the  best  proof 
of  gratitude. 

Service  of  Worship 

Quiet  Music. 
Offering.     Prayer. 
Hymn. 

"  All  Things  Bright  and  Beautiful." 

"  Thank  Him,  Thank  Him  "  (see  page  47). 

Prayer.     "  Father  of  All  in  Heaven  Above." 

Verse. 

"Be  ye  kind  one  to  another." 

"  Oh,  come,  dear  little  children,  come." 

"  Politeness  is  to  do  and  say, 
The  kindest  thing  in  the  kindest  way." 

Conversation  Period.     Who  remembers  what  we  talked  about  last 
Sunday?     Did  any  one  remember  the  little  verse  about  politeness? 
"  Politeness  is  to  do  and  say 
The  kindest  thing  in  the  kindest  way." 
Who  remembered  to  do  polite,  helpful  things  as  well  as  to  say 
"Thank  you"?     Give  opportunity  for  the  children  to  tell   you. 
Why,  John,  didn't  you  have  a  chance  to  do  anything  for  any  one? 
Did  no  one  do  anything  for  you?     I'm  sorry  you  forgot.     Try  this 
week  very  much  harder  to  remember.     What  if  your  mother  and 
father  should  forget  to  take  care  of  you?     Does  the  Heavenly  Father 
ever  forget  to  take  care  of  us?     No,  indeed.     Let's  all  try  much 
harder  to  remember,  not  only  this  coming  week,  but  every  week. 
What  day  is  coming  very  soon?    Yes,  Thanksgiving  Day.     Why 

89 


90  THANKSGIVING  LESSONS 

do  we  have  a  Thanks|^i\-ing  Day?  All  over  the  country,  the  church 
bells  ring  to  call  the  pcoi:)le  to  church  to  say  "  Thank  you  "  to  God 
for  the  harvest  that  is  ready  for  winter,  and  afterwards  so  many 
families  have  a  glad  and  happy  time  together. 

Do  you  remember  what  we  thought  last  Stmday  we  might  do  to 
make  one  family  glad?  (Note  to  the  teacher:  Tell  the  children 
about  some  one  that  needs  help.  For  example:)  I  have  found  out 
about  a  family  that  just  needs  our  help.  The  father  has  been  sick 
and  they  haven't  money  to  buy  a  good  Thanksgiving  dinner.  Would 
you  like  to  send  a  dinner  to  them  ?  So  to-day  we  must  plan  just 
what  we  are  to  send  them. 

It  is  desirable  to  explain  what  children  could  bring  for  the  basket, 
i.e.,  oranges,  vegetables,  canned  goods  (anything  that  will  not 
spoil),  and  explain  why  it  is  usually  better  to  buy  the  balance. 

There  are  some  smiall  communities  where  there  are  no  families 
to  whom  a  dinner  could  be  offered  without  embarrassment.  In 
that  case,  the  money  could  perhaps  be  sent  to  a  neighboring  town. 

(If  the  parents  have  been  notified,  it  may  be  possible  to  have 
the  food  brought  by  the  children.  But  it  is  usually  better  to  let 
the  children  bring  part,  and  take  money  from  the  children's  fund 
to  buy  the  balance.) 

Rest  Exercise.     March  or  other  exercise. 

Table  Period.     Let  the  children  draw  a  Thanksgiving  picture. 

Story  Period. 

Today  I  am  going  to  tell  you  a  Thanksgiving  story.  It  is  a  long 
story,  so  shall  we  make  ourselves  very  comfortable  before  we 
begin?     Be  careful  not  to  crowd  your  chairs  too  close  together. 

A  Thanksgiving  Story 
Once  upon  a  time  a  little  boy  who  had  always  lived  in  the  country 
went  with  his  father  and  mother  to  live  in  the  city.  Now  the  city 
was  a  very  crowded  place.  Bobby  didn't  like  it  at  all.  There  were 
so  many  people  and  so  many  houses  crowded  close  together  that 
there  were  no  yards  to  play  in.  There  just  wasn't  any  place  for 
little  boys  to  play  but  the  streets.     And  the  streets  were  so  full  cf 


THANKSGIVING  LESSONS  91 

people  and  wagons  and  automobiles  that  it  wasn't  safe  to  play  there. 
So  Bobby  could  only  go  out  walking  every  day  with  his  mother. 
Each  day  he  used  to  say,  "  Oh,  how  I  wish  I  had  a  place  where  I 
could  play!     I'm  tired  of  just  walking  'c'.long  the  street." 

One  day  they  were  taking  their  afternoon  walk  when  he  suddenly 
spied,  through  a  high  fence,  a  group  of  children  playing.  Some 
were  running  and  laughing  and  shouting,  and  some  were  using 
hammers  and  nails  and  seemed  to  be  working  on  some  little  wooden 
houses  in  the  playground. 

"  Let's  go  inside,"  Bobby  said  to  his  mother.  "  That  is  a  place 
where  I  could  really  play." 

"  Bvit,"  his  mother  replied,  "  there  are  so  many  children  and 
that  playground  isn't  very  large,  and  I'm  afraid  there  wouldn't 
be  room  for  you." 

Just  then  a  little  girl  inside  the  high  fence  saw  Bobby,  and  she 
must  have  seen  how  much  he  wanted  to  go  in,  for  she  ran  to  ask  a 
grown-up  person  who  played  with  the  children  if  they  might  have 
the  little  boy  come  to  play  with  them. 

The  grown-up  person  smiled  at  Bobby  and  told  Lois  to  go  and 
bring  him  in.  Bobby  was  delighted  with  everything  he  saw.  The 
little  wooden  houses  and  stores,  big  enough  for  children  to  go  inside, 
were  arranged  like  a  village  street.  Bobby  walked  up  and  down 
and  Lois  took  him  in  her  house,  and  he  said  to  her,  "  If  I  could  come 
here  every  day  to  play,  I  could  put  a  slanting  roof  and  chimney  on 
your  house." 

When  Bobby's  mother  asked  the  grown-up  person  if  there  would 
l)e  room  for  him,  she  said,  "  We  haven't  room  for  very  many  children 
here,  but  I  think  there  is  room  for  just  one  more  little  boy."  And 
how  happy  that  made  Bobby! 

You  see,  he  wasn't  very  well  and  he  couldn't  go  to  school.  A 
good  many  days  he  had  to  stay  in  bed  and  keep  very  quiet.  On  the 
bright  sunny  days  after  that,  when  he  was  well,  he  and  his  mother 
hurried  to  the  playground  so  they  wouldn't  miss  a  minute  of  the 
two  hours  of  play. 

Bobby  always  took  his  tools  and  helped  Lois  work  on  her  house, 


92  THANKSGIVING  LESSONS 

and  he  did,  with  the  help  of  one  of  the  big  boys,  build  a  roof  and  put 
a  chimney  on  it. 

He  watched  the  other  children,  but  it  took  him  quite  a  long  time 
to  get  to  know  them,  for  he  was  very  quiet  and  not  strong  enough 
to  play  as  hard  as  some  of  the  others  did.  He  liked  Lois  best,  because 
she  was  alwa^^s  gentle  and  kind.  Sometimes  he  just  stood  and 
watched,  and  saw  older  ones  helping  little  ones,  or  some  of  the  boys 
and  girls  playing  in  their  houses  and  sharing  their  toys  or  playing 
games.  And  then  again,  he  saw  some  of  them  quarreling  and  snatch- 
ing tools  and  toys  and  saying,  "  That's  mine;  you  can't  have  it," 
or  "  Go  away;  you  can't  play  in  my  house,"  and  how  cross  their 
voices  sounded!  Bobby  couldn't  see  how  they  could^be  so  cross 
when  they  were  all  so  well  and  strong,  and  when  they  had  such  a 
good  place  to  play.  Each  afternoon  when  it  was  time  for  the  children 
to  say  good-bye  to  the  grown-up  person  and  go  home,  Bobby  would 
always  say  to  her,  "  Thank  you ;  I've  had  such  a  good  time." 

One  afternoon,  when  Bobby  didn't  feel  well  enough  to  play,  he 
was  standing  and  watching  the  others.  Some  of  them  were  painting 
their  houses,  and  some  were  making  things  out  of  wood,  and  still 
others  were  planting  bulbs  that  would  bloom  the  next  spring  in  the 
little  garden. 

Presently  Bobby  looked  over  toward  the  fence,  and  there,  standing 
in  the  very  spot  where  he  had  stood  before  he  was  invited  to  come 
inside,  were  two  little  boys,  both  looking  just  as  he  had,  as  though 
they  would  like  to  go  in.  Quickl}^  Bobby  ran  to  the  gro\\Ti-up 
person  and  asked  if  he  might  invite  the  children  in.  But  she  shook 
her  head  and  said,  "  No,"  they  couldn't  invite  any  more  children 
to  come  in  to  play,  for  they  were  already  too  crowded. 

Sadly  Bobby  went  back  to  the  fence.  "  Have  you  any  pl^ce  to 
play?"  he  asked  the  children  outside.  They  shook  their  heads. 
"  Haven't  you  any  things  to  play  with  at  home?"  Again  the  chil- 
dren said,  "  No."  But  the  oldest  boy  said,  "  I'd  like  a  wagon  like 
that,"  pointing  to  a  wagon  on  the  playground.  It  had  just  been 
finished  by  one  of  the  older  boys  and  was  being  painted  red. 

"Why  don't  you  buy  one  or  make  one?"  Bobby  asked  again. 


THANKSGIVING  LESSONS  93 

"  I  haven't  any  money  to  buy  one  or  anything  to  make  one  of," 
the  boy  repHed. 

Bobby  was  soon  called  away  from  the  fence,  for  it  was  time  to 
pick  things  up  and  get  ready  to  go  home.  It  was  late  in  the  fall 
and  near  Thanksgiving,  and  he  and  his  mother  had  been  talking 
about  Thanksgiving  Day  that  was  coming  and  why  we  have  a  "Thank- 
you  Day."  You  see  he  knew  about  the  harvest,  for  before  he  came 
to  the  great  city  he  had  lived  in  the  country  and  had  seen  the  bams 
and  cellars  stored  with  grains  and  fruits  and  vegetables,  all  ready 
for  winter.  He  and  his  mother  had  talked  about  all  the  things  they 
had  to  say  "  Thank  you  "  to  the  Heavenly  Father  for,  and  every 
night,  when  he  said  his  prayer,  Bobby  told  all  the  things  he  was 
thankful  for.  But  his  mother  said,  "If  we  are  really  thankful, 
we  do  something  for  some  one  to  show  it.  Just  to  say  the  words 
isn't  enough." 

Bobby  had  asked  his  mother  what  he  could  do  for  some  one,  but 
his  mother  had  said  she  would  rather  have  him  think  of  something 

himself. 

That  night,  after  he  had  gone  home  from  the  playground,  he 
thought  again  of  the  two  hungry-eyed  little  boys  outside  the  fence 
and  of  the  cart  they  wanted. 

The  next  day  he  went  to  the  playground  bright  and  early  and 
hurried  to  the  grown-up  person  who  played  with  the  children  and 
helped  them,  and  asked  her  if  he  could  make  a  cart  and  paint  it  red 
to  give  to  the  children  who  had  to  stay  outside.  She  thought  it  a 
fine  idea,  and  went  with  him  to  the  carpenter  shop  near  by  where 
they  got  boards,  axles  and  wheels  to  make  the  cart.  But  carts 
are  not  easy  to  make.  Bobby  never  had  made  anything  so  hard. 
Some  big  boys  were  very  glad  to  help  him,  however,  and  it  wasn't 
long  before  the  cart  was  finished  and  painted  red.  While  he  was 
finishing  it,  Lois  came  along  and  said,"  Wouldn't  it  be  fine  if  we  could 
all  bring  things  and  fill  the  cart  with  a  Thanksgiving  dinner  for 
those  children?"  You  see,  she  knew  for  whom  he  was  making  the 
cart. 

Bobby  was  so  pleased  with  Lois'  idea  that  he  jumped  up  and  down 


94  THANKSGIVING  LESSONS 

and  waved  his  red  paint  brush,  and  then  all  the  other  children  came 
running  to  see  what  was  the  matter.  Then  Bobby  and  Lois  told 
them  their  plan  for  a  Thanksgiving  surprise. 

"  I'll  bring  nuts,"  said  Walter,  and  "  I'll  bring  candy,"  Henry 
said.  Some  one  else  promised  to  bring  apples,  others  thought  of 
vegetables,  and  the  groAvn-up  person  was  sure  she  could  get  a  turkey, 
and  they  were  almost  afraid  the  cart  wouldn't  hold  all  of  their  things. 

You  see  the  grown-up  person  had  foimd  out  where  those  little 
boys  lived  and  had  found  out,  too,  that  the  mother  would  be  very 
glad  to  have  the  Thanksgiving  dinner,  for  there  wasn't  a  father  in 
that  family  to  help  earn  one. 

The  next  day  the  two  children  came  back  and  looked  through 
the  fence.  Bobby  ran  over  to  them  and  said,  "  Come  back  here 
the  day  before  Thanksgiving  and  we'll  have  a  surprise  for  you." 

The  children  looked  as  though  they  didn't  quite  believe  it,  but  the 
afternoon  before  Thanksgiving,  back  they  came,  and  Bobby  and 
Lois  proudly  brought  them  into  the  playground,  and  there  was  the 
red  cart,  just  as  full  as  it  could  be,  for  every  one  had  brought  what 
he  said  he  would. 

"  It's  all  for  you,"  Bobby  said  to  the  boys. 

"  For  us,  and  the  cart  to  keep?"  asked  the  older  boy,  as  he  picked 
up  the  handle  and  started  off. 

The  little  brother  said  "  Thank  you,"  and  the  big  boy  looked  around 
at  all  the  children  and  smiled  his  "  Thank  you,"  and  then  the  boys 
hurried  off,  both  drawing  the  cart. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  as  the  children  march  around  to  say  good-bye. 


LESSON  X 

LOVING  AND  GIVING 

Aim :  In  talks  and  stories  of  Christmas,  let  the  aim  be  to  fill  all 
with  the  spirit  of  Jesus,  the  spirit  of  loving  and  giving.  Emphasize 
with  the  children  the  part  they  may  have  in  making  their  friends 
happy,  and  not  only  their  friends  at  home.  Try  to  have  them  give 
to  a  group  of  less  fortunate  children  gifts  of  toys  and  clothing. 

Service  of  Worship 
Quiet  Music.     (New  Christmas  hymn  played  through  two  or  three 
times.) 

Offering.     Prayer. 


Hymns. 


Prayer. 


"  Thanksgiving  Hymn." 

"  Sing  a  Song  of  Gladness." 

"  All  Things  Bright  and  Beautiful." 


"  Father  of  All." 
Suggested  Hymns. 

Begin  to  learn  new  Christmas  hymn. 
"  The  Little  Lord  Jesus,"  Luther  (see  page  44). 
"  Once  a  Little  Baby  Lay." 
See  page  10  for  method  of  teaching  a  new  hymn. 

Conversation  Period.  When  we  came  back  to  Sunday  School 
what  time  of  the  year  was  it?  Yes,  it  was  fall.  And  all  the  fall 
we  have  talked  about  getting  ready  for  winter.  Last  week  we  had  a 
Thanksgiving  Day,  when  all  the  harvest  is  gathered  in,  and  we 
remembered  to  say  "  Thank  you  "  to  the  Heavenly  Father  because 
he  has  helped  us  to  get  ready  for  the  winter  that  is  coming. 

95 


96  LOVING  AND  GIVING 

Now  what  month  is  it  ?  Yes,  December.  And  what  great  holiday 
will  come  in  December?     What  is  Christmas  Day? 

(Listen  to  suggestions  and  stories  of  Christmas,  and  what  the 
children  want  for  Christmas,  asking  why  Santa  Claus  comes  to  bring 
them  presents.) 

Would  you  like  to  know  why  we  have  stories  of  vSanta  Claus, 
and  why  we  have  a  Christmas  every  year?  I  am  going  to  tell  you 
a  story  about  the  very  first  Christmas.  There  was  a  time  when 
year  after  year  evergreens  grew  in  the  woods,  but  no  one  gathered 
them,  no  one  paid  any  attention  to  the  red  holly  berries.  Boys  and 
girls  never  heard  of  a  Christmas  carol,  tree  or  gift,  for  that  was 
before  the  first  Christmas,  when  Jesus  came. 

Sources  of  stories  for  Christmas  lessons :  Luke  1 :  26-35,  Annuncia- 
tion; Luke  2:  1-7,  Birth  of  Jesus;  Luke  2:  S-20,  Visit  of  the  Shepherds; 
Matthew  2:  1-12,  Visit  of  the  Wise  Men;  consult  "  When  the  King 
Came,"  George  Hodges. 

Verse.  "  Glory  to  God  in  the  highest,  and  on  earth  peace,  good 
will  toward  men."     (Luke  2:  14.) 

Story  of  the  First  Christmas 

There  was  once  a  beautiful  young  woman  named  Mary,  who  lived 
with  her  husband,  Joseph,  in  a  little  town  called  Nazareth  in  a  long- 
ago  and  far-away  time. 

One  day  in  the  springtime,  when  Mary  was  alone,  she  suddenly 
saw  that  the  room  was  filled  with  a  strange  and  wonderful  light, 
and,  turning,  she  saw  an  angel  standing  near  by.  It  all  seemed  so 
strange  and  imusual  that  Mary  was  frightened.  But  the  angel 
said  imto  her,  "  Fear  not,  Mary,"  and  then  the  angel  told  his  message. 
He  told  her  that  God  was  going  to  send  her  a  little  son,  a  little  boy 
baby  whose  name  should  be  Jesus,  and  the  angel  said,  "  He  shall 
be  great  and  shall  be  called  the  son  of  the  Highest."  And  when 
the  angel  had  gone  Mary  felt  very  happy,  thinking  of  what  he  had 
told  her. 

After  that,  the  springtime  changed  to  summer  and  summer  to 
fall  time  when  the  harvest  is  gathered  in,  and  it  came  time  for  all  the 


LOVING  AND  GIVING  97 

people  in  that  country  to  go  on  a  journey  to  be  taxed  or  counted, 
each  to  his  owoi  village  where  he  had  been  bom.  Now  Mary  and 
Joseph  had  to  go  to  a  little  town  called  Bethlehem.  It  was  a  long 
journey,  and  traveling  was  slow  in  those  far-away  days.  Mary- 
rode  on  a  donkey  and  Joseph  walked  by  her  side  and  carried  a  stout, 
strong  walking  stick  to  help  him  over  the  rough  roads.  It  was  night 
when  they  finally  came  to  Bethlehem  and  they  had  traveled  so  slowly 
that  many  people  were  there  ahead  of  them,  so  many  that  there  was 
no  room  for  them  to  stay  in  the  little  inn  or  hotel.  -  Even  the  yard 
outside  the  inn  was  filled  with  men  and  animals,  camels,  donkeys, 
sheep  and  cows.  Joseph  knew  that  he  could  sleep  out  of  doors, 
but  Mary  was  so  weary  that  he  wanted  to  find  a  place  where  she 
could  be  warm  and  rest  well.  So  he  finally  found  a  cave  back  of 
the  inn  on  the  hillside.  It  was  used  for  a  stable  where  the  cows  and 
donkeys  and  nice  woolly  sheep  slept,  and  there  on  the  soft,  sweet 
hay  Mar>^  and  Joseph  rested,  and  that  very  night  the  little  baby 
Jesus  was  bom.  Mary  wrapped  him  in  swaddling  clothes  and  laid 
Him  in  a  manger.  Mary  hadn't  a  cradle,  so  she  put  Him  in  a  box 
filled  with  soft,  sweet  hay.  Wasn't  that  a  strange  bed  for  a  little 
new  baby?  I  think,  though,  that  He  was  happy  and  comfortable 
there.  Out  on  the  hills  in  the  darkness  the  shepherds  heard  that 
Jesus  was  born. 

That  was  the  first  Christmas  and  it  was  such  a  very  happy  night 
that  the  angels  sang  a  beautiful  song : 

"  Glory  to  God  in  the  highest, 
And  on  earth  peace,  good  will  toward  men." 

For  you  see  that  little  baby  Jesus  wasn't  always  a  little  baby..  He 
grew  to  be  a  little  child,  then  a  big  boy  and  a  man  and  always 
He  was  so  kind  that  all  people  who  were  sick,  or  poor,  or  in 
trouble  of  any  kind  crowded  around  Him  for  help.  He  healed  the 
sick,  helped  the  blind  to  see,  the  deaf  to  hear,  and  the  lame  to  walk. 
He  helped  more  people  than  any  one  who  lived  before  or  since,  and 
for  this  reason  every  year  we  celebrate  His  birthday  and  this  is  Christ- 
mas day,  the  happiest,  gladdest  day  of  all  the  year. 


98  LOVING  AND  GIVING 

Begin  today  to  plan  with  the  children  some  enterprise  of  Christ- 
mas giving.  The  stories  of  Santa  Glaus  with  all  their  embellishments 
are  brought  to  our  children  each  year,  and  too  often  Santa  Glaus 
means  simply  some  person,  or  a  good  fairy,  who  is  just  waiting  to 
bestow  upon  each  child  the  gifts  that  he  wants  most. 

At  this  time  the  teacher  may  suggest  that  each  child  may  be  a 
Santa  Glaus,  by  saying,  perhaps:  "  Did  you  know  that  each  one  of 
you  can  be  a  Santa  Glaus .-^  Why,  any  one  can  be  a  Santa  Glaus! 
All  he  has  to  do  is  to  plan  a  st:rprise  for  some  one,  a  surprise 
that  will  make  some  one  very  happy.  For  you  know  that  is  just 
what  a  real  Santa  Glaus  does.  Gould  each  child  in  this  class  be 
a  Santa  Glaus  this  year?" 

Suggested  plans  are: 

1.  To  fill  stockings  with  toys  and  send  to  a  needy  family. 

2.  To  make  decorations  for  a  Ghristmas  tree  and  send  small 
tree  and  decorations  to  a  family  that  would  otherwise  have  no  tree. 

3.  To  have  the  children  bring  gifts  for  children  in  a  nursery  or 
hospital.  Suggest  that  they  select  from  their  oAvn  toys  at  hovac 
those  that  are  in  good  repair  and  that  they  enjoy  still,  but  would 
like  to  give  away.    Also  suggest  gifts  of  clothing. 

Suggestions  for  Ghristmas  tree  decorations  are:  Ghains  made 
of  gold,  silver,  red  or  green  paper.  Ghains  may  be  made  of  strips 
of  paper  cut  five  by  three-quarters  inches,  the  ends  lapped  over  each 
other  and  one  link  slipped  within  the  other  before  the  ends  are  pasted. 
Strings  of  popcorn  and  cranberries  make  attractive  decorations. 
Also  gilded  nuts.  Small  stockings  made  of  tarletan  and  sewed 
over  and  over  with  bright  colored  worsted  may  be  filled  with  sugar 
popcorn  and  a  candy  cane.  Gold,  silver,  red  or  green  lanterns  may 
be  made  from  five-inch  squares  of  paper. 

Directions  for  Making  the  Lanterns.  (These  directions  are  given 
for  clearness  for  the  teacher,  not  as  a  way  of  procedure  with  the  chil- 
dren.) 

Place  the  five-inch  square  of  paper  wdth  an  edge  toward  you.  Fold 
front  and  back  edges  together  to  form  an  oblong.  Gut  slits  on  the 
folded  edge  one-quarter  to  one-half  inch  apart.     Open  the  paper  with 


LOVING  AND  GIVING 


99 


slits  running  up  and  down  and  after  lapping  the  edges  over,  fasten 

, 5  inches ■ 


/5 

V 

.S 

fe 
^ 

J3 

,4J   " 

+-1 

-4_> 

■fj 

-M 

3 

3 

a 

3 

3 

3 

o 

O 

U 

u 

U 

" 

U 

Folded  edge  ■ 

the  corners  at  the  top  together  and  the  comers  at  the  bottom  together 
with  paste.  Use  a  narrow  six-inch  strip  of  paper  or  a  thread  for  a 
handle. 

A  large  star  of  gold  or  silver  may  be  put  at  the  top  of  the  tree. 
Squares  of  paper  and  materials  for  chains  may  be  purchased  from 
Milton  Bradley  Co.  or  any  stationer. 

Table  Period.  Mounting  Christmas  picture  "The  Christmas 
Tree,"  provided  with  this  course. 

Suggested  pictures  (choice  if  possible  of  several):  "Christmas 
Chimes,"  Blashfield;  "Arrival  of  the  Shepherds";  "  Holy  Night," 
Coreggio. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  as  the  children  march  around  to  say  good-bye. 


LESSON  XI 

CHRISTMAS  LESSONS 

Loving  and  Giving 

Aim:  To  make  the  Christmas  experience  of  the  children  that  of 
joy-ful  giving  as  well  as  joyful  receiving,  and  to  extend  this  interest 
to  persons  outside  the  family  circle. 

Service  of  Worship 

Quiet  Music.     Christmas  h}Tn,n. 

Offering.     Prayer. 

Greeting.     Good-morning  song. 

Hymn.     Christmas  hymn. 

Prayer.     "Father  of  all,  in  Heaven  above." 

Verse.  "  Glory  to  God  in  the  highest,  and  on  earth  peace,  good 
will  toward  men."     (Liike  2:  14.) 

Conversation.  The  children  will  by  this  time  be  full  of  plans  and 
ideas  for  their  own  Christmases.  What  each  child  wants  for  him- 
self will  greatly  concern  him.  But  after  letting  them  talk  a  minute 
or  two  bring  them  back  to  the  story  told  last  Sunday. 

Who  remembers  the  story  we  had  last  Sunday?  Yes,  it  was 
about  the  little  baby  Jesus.  Did  we  ever  have  a  Christmas  before 
the  Christ-child  came?  No,  he  brought  with  him  the  spirit  of  love 
that  makes  people  each  year  want  to  make  their  friends  happy  on 
Christmas  Day.  Yes,  and  Santa  C'.aus  comes  to  fill  children's 
stockings  and  bring  Christmas  trees.  Do  you  remember  that  last 
week  we  said  that  each  child  could  be  a  Santa  Claus?  How  can 
you  be  a  Santa  Claus?  All  of  these  little  children  who  go  to  week- 
day kindergartens  —  John,  Mary,  Helen,  Ruth,  Alan,  etc.,  are 
making  surprises  for  their  fathers  and  mothers  there,  and  the  others 
are  planning  surprises  at  home.     And  you  know  each  one  of  us  can 

play  Santa  Claus  by  bringing  gifts  to  send  to Hospital 

100 


CHRISTMAS  LESSON  101 

or  Day  Nursery  for  the  little  children  there.     Will  each 

one  of  you  siirely  bring  something?  A  toy,  or  perhaps  mittens  or 
a  nice  little  cap  or  coat?  And  what  kind  of  things  will  you  bring? 
Perhaps  John  will  speak  up  quickly  and  say,  "  Old  things  that  we 
don't  want  any  more."  Then  appeal  to  the  others  to  see  what 
they  think,  and  then  ask  them  if  a  real  Santa  Claus  would  be  satis- 
fied to  give  merely  broken  or  worn-out  things.  No,  indeed,  a  real 
Santa  Claus  would  give  away  something  that  he  himself  enjoyed 
very  much  looking  at  and  playing  with.  So  look  your  things  over 
and  pick  out  something  that  you  think  another  little  child  would 
enjoy  and  that  you  would  like  to  give  away.  (Name  place  and  time 
when  things  may  be  brought  to  the  school.) 

Rest  Exercise.  Ringing  imaginary  Christmas  bells.  Trimming 
imaginary  Christmas  trees. 

Table  Period.  Making  Christmas  cards  for  parents  (see  page 
30),  or  drawing  Christmas  pictures.  (Simply  ask  the  children 
if  they  would  like  to  draw  a  Christmas  picture.)  Sometimes  Christ- 
mas trees  with  their  decorations  are  drawn,  and  underneath  are  put 
pictures  of  the  gifts  the  children  bring  to  give  away. 

Again,  we  draw  pictiires  illustrating  the  first  Christmas.  For 
example,  I  have  in  mind  two  pictures  —  the  first  the  outline  of  a 
stable  with  a  window  and  a  closed  door.  Overhead  was  a  dark  blue 
sky,  "  for  night,"  Katherine  said.  She  explained  that  Joseph, 
Mary  and  the  baby  were  inside  and  could  not  be  seen.  On  the 
window  was  drawn  a  yellow  star.  She  explained  that  Mary  and 
Joseph  were  looking  through  the  window  and  saw  a  beautiful  star. 

The  other  picture  was  also  the  crude  little  outline  of  a  stable,  with 
marks  in  one  comer  indicating  Mary,  Joseph  and  the  baby.  Over- 
head were  the  blue  sky  and  stars.  And  leading  up  to  the  stable  was 
a  "  slanting  path,  because  it  was  on  a  hillside,"  Sanderson  explained. 
On  the  path  were  drawn  three  or  four  sheep,  "  all  going  home  to 
rest."  The  finishing  touch  put  on  the  picture  was  apparently  an 
afterthought,  a  room  was  added  to  the  stable  and  in  it  were  several 
unintelligible  lines,  "  his  playroom  and  his  toys,"  Sanderson  said. 
Surely  these  the  little  Jesus  should  have  had. 


102  CHRIST^IAS  LESSON 

These  picttires  were  drawn  by  fi\-e-year-olcls,  and  we  have  had 
man}'  more  equally  interesting. 

Story  Period.     Repeat  the  story  of  the  first  Christmas. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  as  the  children  march  out. 

References  for  other  Christmas  stories: 

A  Story  of  the  Christ  Child.  Elizabeth  Harrison.  Chicago 
Kindergarten  College. 

Why  the  Chimes  Rang.  Raymond  McAlden.  Bobbs,  Merrill 
Co. 

The  Golden  Cobwebs.     R.  H.  Schauffler.     Moffat,  Yard  &  Co. 

The  Birds' Christmas,  "In  The  Child's  World."  Poulsson.  Mil- 
ton Bradle)^  Co. 

The  Candles.  Hans  Anderson.  The  best  version  of  this  ston' 
is  in  "  Fairy  Tales  "  by  Edna  H.  Turpin. 


LESSON  XII 

CHRISTMAS  LESSONS 

Loving  and  Giving 

Aim:  To  show  the  children  that  the  spirit  of  Christmas  is  the 
spirit  of  loving  and  giving,  and  to  encourage  them  to  have  a  part 
in  Christmas  giving  at  home  and  to  friends  outside. 

Service  of  Worship 

Quiet  Music.     Music  of  the  Christmas  hymn. 

Offering.     Prayer. 

Greeting. 

Hymn. 

■  "All  Things  Bright  and  Beautiful." 
"  Sing  a  Song  of  Gladness." 
"  Thanksgiving  Hymn." 
"  Guard  Thy  Children." 
Verse.     "  Glory  to  God  in  the  highest,  and  on  earth  peace,  good 
will  toward  men."     (Luke  2:  14.) 
Prayer.     "  Father  of  all." 

Continue  learning  the  new  Christmas  hymn,  listening  to  the  music 
first;  then  repeat  the  words,  before  trying  to  sing  the  hymn. 
Be  sure  that  the  pupils  know  each  word  and  what  it  means. 

Conversation.  Let  one  of  the  children  tell  the  story  of  the  first 
Christmas  and  the  first  Christmas  present.  Who  was  the  first 
Christmas  present  ?  Follow  this  with  an  informal  conversation  about 
preparations  for  Christmas  at  home,  at  kindergarten  and  in  the 
Sunday  School.  Emphasize  the  part  the  children  are  to  have  in 
giving  and  making  others  happy.  Too  often  they  are  encouraged 
to  think  only  about  the  thmgs  they  themselves  are  to  receive.     These 

103 


104  CHRIvSTMAvS  LESSON 

little  children  are  not  too  young  to  feel  the  real  joy  that  comes  from 
giving  to  others,  not  giving  of  things  bought  and  planned  by  older 
people,  but  things  they  have  made  or  earned  the  money  to  buy. 
If  the  pupils  axe  not  planning  to  make  gifts  for  parents  in  day  kinder- 
garten or  to  buy  them,  the  teacher  may  help  them  by  preparing 
Christmas  cards  which  they  can  make  for  parents  at  the  handwork 
period.  A  card  easy  to  make  would  be  a  Madonna  picture  (Cosmos 
or  Perry  picture) ,  pasted  on  a  motmt  (see  page  30) . 

When  the  question  of  giving  away  toys  of  their  o\ati  comes  up, 
help  them  to  want  to  give  toys  that  are  in  good  repair,  things  they 
still  enjoy  playing  with,  not  old,  broken  and  cast-off  things,  but 
toys  that  will  be  enjoyed  by  other  children  as  much  as  the  original 
owners  have  enjoyed  them. 

Rest  Time.     March  or  other  exercise. 

Table  Period.  Drawing  of  pictures  by  the  children.  If  the 
teacher  prefers  to  have  the  children  mount  a  picture  "  Good 
Tidings  of  Great  Jo\ ,"  or  "Madonna"  (both  Cosmos  pictures)  may 
be  secured  from  the  New  York  Sunday  School  Commission. 

Story  Time.  Story  of  the  Shepherds.  (Luke  2 :  S-20.) 
In  the  same  country  w'here  this  little  baby  Jesus  was  bom,  and 
that  same  night,  there  were  some  shepherds  out  in  the  fields  taking 
care  of  their  sheep.  In  that  country  fields  are  green  and  sheep 
can  feed  all  winter.  It  was  necessary  for  the  shepherds  to  watch 
over  the  sheep  at  night  as  well  as  in  the  da\i:ime,  for  sometimes 
wolves  would  come  creeping  dowTi  from  the  woods  and  carry-  off 
sheep  and  little  lambs. 

The  shepherds  were  w^atching  the  sheep  out  on  the  hillsides  that 
night.  It  was  very  dark  and  still,  wdth  just  the  stars  overhead  to 
give  light,  w^hen  suddenly  there  came  a  very  bright  and  wonderful 
light,  so  bright  that  the  night  became  like  day,  and  the  shep- 
herds fell  on  their  faces  and  were  very  much  frightened.  But 
an  angel's  voice  spoke  to  them  and  said,  "  Be  not  afraid,  for 
behold,  I  bring  you  good  tidings  of  great  joy  [good  new^s] 
which  shall  be  to  all  people."    And  then  the  angel  said,  "  For  xmto 


CHRISTMAS  LESSON  105 

you  is  bom  this  day  in  the  city  of  David  [another  name  for  Bethle- 
hem], a  Saviour  which  is  Christ  the  Lord.  And  this  shall  be  a  sign 
unto  you:  Ye  shall  find  the  babe  wrapped  in  swaddling  clothes, 
lying  in  a  manger."  And  suddenly  a  great  many  angels  sang  a 
beautiful  song,  "  Glory  to  God  in  the  highest,  and  on  earth  peace, 
good  will  toward  men." 

After  the  singing  had  stopped  and  the  sky  had  grown  dark  again 
the  shepherds  said  one  to  another,  "  Let  us  go  to  Bethlehem  and 
see  this  baby."  And  leaving  some  shepherds  to  watch  the  sheep, 
the  others  hurried  to  Bethlehem  and  there  in  the  stable  they  found 
Joseph  and  Mary  and  the  baby  Jesus  just  as  the  angel  had  said. 
And  the  shepherds  Icnelt  down  and  thanked  God  for  sending  Him. 
And  they  went  away  and  told  the  good  news  to  every  one  they  met, 
for  you  see  before  Jesus  came  people  had  heard  that  He  was  coming 
and  knew  that  He  was  to  bring  good  and  happiness  into  the  world 
when  He  came,  and  so  they  were  glad.  And  every  year,  when 
Jesus'  birthday  comes,  we  have  a  happy  Christmas  time. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  while  good-byes  are  said. 


LESSON  XIII 
christjvias  lesson 

Aim:  To  confirm  the  Christmas  spirit  in  the  children  by  letting 
them  review  the  Christmas  stories,  and  by  letting  them  tell  about 
their  o\\ti  experiments  in  giving  and  receiving.  This  expression 
from  the  pupils  will  help  the  teacher  to  understand  each  individual, 
and  to  judge  how  effective  the  preceding  lessons  have  been. 

Service   of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting. 

Hymn.     Christmas  h^Tnn. 

Verse.  "  Glory  to  God  in  the  highest,  and  on  earth  peace,  good 
will  toward  men."     (Luke  2:  14.) 

Prayer.     "  Father  of  all,  in  Heaven  above." 

Singing  h}Truis  already  learned  or  rest  exercise.  Marching  or 
ringing  imaginary  Christmas  bells. 

Conversation  Period.  This  lesson  will  come  on  a  Simday  very 
near  Christmas  Day,  either  just  before  or  just  after.  If  it  comes 
before  Christmas,  the  children  will  still  be  talking  of  their  plans  for 
Christmas.  Possibly  they  will  this  morning  have  brought  toys  or 
clothing  that  are  to  be  sent  to  children  in  a  famih'  in  the  conimunit}', 
to  a  day  niu"sery  or  hospital  or  a  home  missions  barrel.  These 
gifts  may  be  looked  over  if  there  is  time,  and  those  that  are  in  very 
good  repair  admired.  In  our  class  each  year  the  children  take  great 
pleasure  in  bringing  the  clothing  and  toys  themselves,  and  we  are 
all  very  much  interested  in  looking  o\'er  the  mittens,  caps,  dolls 
and  other  soft  toys,  for  we  usually  provide  for  the  youngest  children 
in  a  day  nursery  in  otu"  neighborhood. 

If  this  lesson  is  given  after  Christmas,  perhaps  you  will  be  able 

106 


CHRISTMAS  LESSON  107 

to  tell  of  the  pleasure  the  children's  gifts  have  given  to  the  children 
to  whom  they  have  been  sent.  And  the  pupils  will  tell  of  the  gifts 
they  have  given  and  received.  Emphasize  with  them  the  idea 
of  giving.  In  most  homes  the  emphasis  is  far  too  much  on  what 
the  children  themselves  are  to  receive.  Each  little  child  may, 
even  at  five  years  of  age,  know  the  joy  of  "  being  a  Santa  Claus." 
Let  the  children  review  the  Christmas  stories. 

Close  the  talk  by  again  bringing  to  the  pupils  the  idea  that  with 
the  coming  of  the  little  baby  Jesus  the  thought  of  loving  and  giving 
came,  and  now  all  over  the  world  at  Christmas  time  we  try  to  make 
our  friends  happy  on  His  birthday. 

Repeat  "  Glory  to  God  in  the  highest,  and  on  earth  peace,  good 
will  toward  men." 

Table  Period.     Drawing  Christmas  pictures. 

Story  Period.  Today  I  am  going  to  tell  you  a  story  of  Christmas 
bells. 

Loving  and  Giving 

High  up  in  the  steeple  hung  the  Christmas  bells.  They  had  hung 
there  many,  many  years.  On  each  Christmas  day  they  had  always 
rung  such  beautiful  music. 

One  day  one  of  the  little  bells  cracked  and  could  ring  no  more. 
A  little  new  bell  hung  in  its  place.     Christmas  was  coming  very  soon. 

"  What  shall  I  do?  I  do  not  know  how  to  play  the  Christmas 
music.     I  do  not  know  what  to  ring,"  said  the  little  bell. 

"  Never  mind,"  said  the  other  bells,  "  you  will  know  when  the 
time  comes.     Just  wait  and  listen.     You  will  know." 

So  the  little  bell  waited  and  listened.  The  street  below  was  full 
of  people,  many  people,  some  coming  this  way  and  some  going  that. 
At  night  time  the  street  was  full  of  lights.  Some  were  in  the  trolley 
cars  and  some  were  in  the  store  windows,  and  on  automobiles. 

But  the  little  bell  liked  best  to  watch  the  people  passing,  and  to 
hear  what  they  said,  for  he  was  waiting  to  learn  what  to  ring  on 
Christmas  Day. 

An  old  man  was  passing,   somebody's  grandfather.     His  arms 


108  CHRISTMAvS  LESSON 

were  full  of  bundles.  The  little  bell  could  hear  him  saying,  "  Now 
I  have  something  for  little  John,  and  for  the  baby,  and  won't  they 
be  surprised!"  and  he  laughed. 

Then  came  some  boys  and  girls  hun-ying  home  from  school,  talking 
and  laughing  together. 

"  Oh,  I  have  something  to  give  to  mother  and  to  father,"  said 
one.     "  And  I  have  something  for  grandmother,"  said  another. 

The  little  bell  could  hear  them  each  telling  of  what  they  were 
going  to  give. 

Soon  came  a  good  mother,  walking  past  with  such  a  happy  look 
on  her  face.  There  was  something  for  every  one  at  home,  father, 
mother,  sisters  and  baby. 

The  little  bell  watched  them  all  and  listened  and  thought. 

At  last  Christmas  Day  came  and  the  Christmas  bells  began  to 
ring.  All  the  people  stopped  to  listen  to  the  beautiful  music  of  the 
ringing. 

Then  the  little  bell  knew  what  to  say,  and  it  rang  out: 
Loving  —  giving 
Loving  —  giving 

And  all  the  other  bells  rang  the  same  story: 
Loving  —  giving 
Loving  —  giving 

Wasn't  that  a  beautiful  message  to  ring?  If  you  hear  Christmas 
bells  ringing  see  if  you  can  tell  what  they  say.* 

Dismissal.  Prayer.  Good-bye  song.  Giving  out  the  Christmas 
cards  the  children  have  made  for  parents,  and  letters  for  parents. 

Music  for  marching  out. 


*This  story  was  kindly  furnished  to  the  author  by  The  Brooklyn  Free  Kinder- 
garten Association. 


LESSON   XIV 

JESUS'   BOYHOOD 

Aim :  To  influence  the  everyday  life  and  conduct  of  our  pupils  by 
showing  them  something  of  what  Jesus'  life  as  a  little  boy  may  have 
been,  emphasizing  His  thoughtful,  kind  and  loving  nature,  and  His 
happy,  helpful  childhood. 

Service  of  Worship 

Quiet  Music. 
Offering. 

If  at  this  time  the  children  are  ready  to  choose  new  objects  to  which 
the  weekly  offerings  shall  be  sent,  ask  them  for  suggestions.  They 
may  know  of  people  whom  they  may  help  by  sending  money.  In 
our  Beginners'  class  recently,  several  dollars  had  been  sent  to  a  Day 
Nursery  to  buy  milk  for  the  babies,  and  it  was  time  to  decide  where 
our  next  offerings  should  be  sent.  Several  suggestions  came  from 
the  children,  such  as  continuing  to  send  milk  to  the  Nursery;  to  send 
pictures  and  flowers  to  a  hospital;  and  one  little  boy  said  he  would 
like  to  send  part  of  our  money  to  a  Japanese  kindergarten.  When 
Alan  was  asked  about  the  kindergarten  he  said,  "  It  is  a  kindergarten 
in  a  country  called  Japan,  and  it  is  far  away.  My  mother  knows 
about  it,  and  my  brothers  and  I  send  money  there."  And  so  an 
opportunity  opened  for  us  to  be  interested  in  little  friends  far  away. 
We  followed  up  Alan's  suggestion  and  found  out  from  Alan's  mother 
about  the  kindergarten.  A  later  lesson  tells  how  our  interest  in  the 
Japanese  kindergarten  grew. 

In  another  group  the  children  insisted  on  sending  money  to  the 
Nursery  all  the  year,  "  because  babies  need  milk  every  day."  They 
also  wanted  to  send  money  for  Belgian  babies,  "  because  they  haven't 
anything,"  and  to  China  because  of  the  interest  of  the  rest  of  our 

109 


110  JESUS'  BOYHOOD 

school  in  a  project  in  Nanking  about  which  the  Beginners  heard 
during  a  chapel  ser\ace  in  wloich  they  were  joining  with  the  whole 
school. 

In  still  another  group  the  interest  in  foreign  missions  came  through 
a  child  whose  grandmother  and  aunt  had  been  missionaries  to  Japan. 

And  so  we  have  found  it  possible  many  times  to  take  the  children's 
suggestions,  follow  them  up,  and  use  them. 

As  has  been  said  before,  unexpected  opportunities  for  training  in 
ser\dce  at  home  and  farther  away  will  come,  and  the  interest  and 
responsibility  will  be  the  greater  when  the  objects  for  service  are 
within  the  children's  experience,  and  the  decision  as  to  where  the 
money  shall  go  has  been  their  own. 

Hymn.      Christmas  hj-mn. 

"  Happy  New  Year  to  You,"  may  be  sung  to  the  music  of  the 
Song  of  Greeting. 

Prayer.  "  And  now,  before  my  prayer  is  said, 

I'll  close  my  eyes  and  bow  my  head." 

"  Father  of  all,  in  heaven  above, 
We  children  thanlc  Thee  for  Thy  love. 
Our  food,  our  homes,  and  all  we  wear 
Tell  of  Thy  loving  care."     Amen. 

Singing.  One  of  these  songs  may  be  sung: 

"  Rain  Song,  "  Rainy  Day."     Small  Songs  for  Small 

Singers.     Neidlinger. 
"  Snow  Song,"  page  89,  Songs   for  Little  People, 

Danielson  and  Conant,  Pilgrim  Press. 
"  Sunshine  Song  "  (see  page  42). 
"  Weather  Song  "  (see  page  9). 
If  there  is  snow  on  the  ground,  ask  the  children  what  it  is  covering. 
Yes,  it  is  covering  the  grass,  the  seeds  and  flowers.     I  know  a  verse 
that  says:  "  He  sendeth  His  snow  like  wool."     (Ps.  147:  16a.)     Who 
sends  the  snow?    Yes,  our  Heavenly  Father  sends  it.     Last  fall  we 
said  that  wool  was  warm.     Is  snow  warm?     It  doesn't  seem  warm 


JESUS'  BOYHOOD  111 

when  we  touch  it,  but  the  snow  blanket  does  protect  from  the  cold 
all  of  the  things  under  the  ground  that  are  sleeping  and  resting. 

Shall  we  sing  a  snow  song? 

"  Snow  Song,"  page  89,  Songs  for  Little  People.  Danielson 
and  Conant. 

Review  of  verses  already  learned. 

Conversation  Period.  Do  you  remember  the  Christmas  stories 
we  heard  about  the  little  baby  Jesus?  Could  any  one  tell  us  about 
Him?  Let  the  children  tell  the  Christmas  story.  Do  you  suppose 
He  stayed  a  little  baby?  No,  indeed.  He  grew  and  grew  just  as  the 
little  babies  in  your  homes  grow.  What  malvcs  them  grow?  Yes, 
the  sunshine  and  fresh  air,  and  food  and  sleep  make  them  grow  just 
as  these  things  make  you  grow.  And  so  Jesus'  mother  took  such  good 
care  of  Him  that  He  grew  to  be  a  bigger  baby  and  then  a  little  boy. 
Do  you  remember  the  beautiful  song  the  angels  sang  the  night  Jesus 
was  bom?     Let  the  children  repeat  "  Glory  to  God." 

I  have  some  pictures  that  artists  have  painted  of  Jesus.  They 
painted  pictures  as  they  thought  He  may  have  looked.  They  never 
saw  Him. 

If  possible,  show  these  pictures  (Cosmos  Picture  Co.) : 

"  Head  of  Christ."     Hoffmann. 

"  Jesus  with  the  Doctors  in  the  Temple."     Hoffmann. 

"  Christ  in  the  Carpenter's  Shop."     Muller. 

"  The  Boy  Jesus  in  the  Carpenter  Shop." 

Or  any  other  good  pictures  of  the  boy  Jesus. 

Now  would  you  like  to  go  to  the  table  and  mount  a  picture 
for  your  books?  Afterward  I  am  going  to  tell  you  a  story  of  Jesus 
when  He  was  a  boy. 

Table   Period.  Mount  fifth  picture  in  series,  "  Prayer." 

Rest  Exercise.     Ringing  church  bells. 

Story  time.  Would  you  like  to  hear  a  story  about  Jesus  when 
He  was  a  little  boy? 

In  a  little  town  called  Nazareth,  Jesus  lived  with  His  mother  and 
father  and   His  brothers   and  sisters.     Nazareth  was  a  beautiful 


112  JESUS'  BOYHOOD 

place,  and  all  about  there  were  hills  and  trees  and  gardens  with 
flowers  and  birds. 

But,  oh,  how  different  Jesus'  home  was  from  the  house  you  live 
in!  It  was  a  small,  white  house  with  perhaps  vines  growing  over  it, 
and  a  garden  with  roses,  mignonette  and  other  sweet-smelling  flowers. 
There  was  only  one  room  and  not  even  one  window,  and  not  very 
much  furniture.  On  the  outside  of  the  house  there  was  a  stairway 
that  led  to  the  flat  roof.  Sometimes  in  good  weather  all  the  family 
slept  on  the  roof,  not  in  beds,  but  right  on  the  roof,  each  rolled  up  in 
his  blanket. 

Sometimes,  when  Jesus  had  grown  old  enough  to  do  errands,  His 
mother  would  call  to  Him  and  say,  "  Jesus,  will  you  go  and  bring 
some  water  for  dinner?  "  And  He  would  say,  "  Yes,  mother,"  and 
go  quickly.  Now  where  do  you  suppose  He  had  to  go  to  get  the 
water . 

No,  not  to  the  faucet  in  the  kitchen,  for  there  wasn't  any  water 
in  the  house.  Each  time  the  family  wanted  water  some  one  had  to 
take  a  pitcher  and  go  to  a  well  or  spring  in  the  center  of  the  town. 
So  that  day  Jestis  took  His  pitcher  and  ran  down  the  hill  to  the  well, 
and  there  He  met  other  people  who  had  come  with  their  pitchers  for 
water. 

As  Jesus  hurried  home  to  His  mother,  the  little  sisters  came  nm- 
ning  down  to  meet  Him,  and  when  they  all  went  back  together  they 
helped  the  mother.  When  the  dinner  was  ready  the  father  came  in 
from  His  work  and  they  all  sat  down  on  the  floor  together,  not  at 
a  table  as  we  do.  Sometimes  they  had  bread  baked  in  loaves  that 
looked  like  crackers,  and  milk  and  honey  or  porridge  with  fruit  for 
dessert. 

What  a  busy  family  they  must  have  been,  for  there  were  so  many 
to  take  care  of.  As  soon  as  they  were  old  enough,  each  brother  and 
sister  had  his  work  to  do. 

Jesus'  father  was  a  carpenter  and  I  suppose  Jesus  was  very  glad, 
for  all  little  boys  like  to  learn  to  use  tools  and  to  make  things  with 
wood.  Joseph,  Jesus'  father,  worked  at  his  bench  in  front  of  the 
house  all  day.     At  first  Jesus  only  played  with  the  scraps  of  wood, 


JESUS'  BOYHOOD  113 

but,  as  soon  as  He  was  older  and  His  hands  were  strong  enough,  it 
was  necessary  for  Him  to  help  His  father  earn  money  to  buy  food 
and  clothing  for  the  children.  And  so  Jesus  and  His  father  made 
yokes  or  collars  for  the  oxen,  benches,  chests  and  other  things,  and 
sold  them.  And  so  sometimes,  when  Jesus  would  much  rather  have 
played,  His  father  called  Him  to  help  work,  and  He  always  went 
quickly,  because  He  thought  quickly  and  knew  that  His  father 
needed  Him. 

But  when  He  did  play,  what  a  good  time  He  had!  No  one  could 
run  faster  or  play  harder  than  He,  and  He  shouted  and  danced  and 
sang  with  the  other  children.  They  liked  to  play  with  Him,  because 
He  always  seemed  to  be  a  friend  to  everybody.  He  shared  His 
things  and  showed  the  other  children  how  to  play,  and  he  helped  the 
little  children  and  the  children  who  were  frightened  or  hurt,  and  so 
the  children  never  had  as  good  a  time  when  Jesus  was  not  playing 
with  them. 

The  days  were  very  full,  for  beside  helping  His  father  and  mother, 
and  playing,  Jesus  went  to  school  and  learned  His  lessons  and  heard 
Bible  stories  and  learned  Bible  verses,  and  on  Saturday  He  went  to 
the  synagogue,  for  that  was  the  church. 

And  so  day  after  day  and  year  after  year  Jesus  grew  taller  and 
stronger,  and  He  loved  the  Heavenly  Father  and  He  loved  and  helped 
His  friends. 

Some  day  you  will  hear  many  stories  of  the  things  Jesus  said  and 
the  things  He  did  and  of  how  many  people  love  Him  and  try  to  be 
like  Him. 

Dismissal.  Good-bye  song.  Prayer:  "  Heavenly  Father,  help  us 
to  be  kind  and  helpful  as  Jesus  was  when  He  was  a  little  boy."  Amen. 
Giving  out  letters  for  parents. 

Music. 


LESSON   XV 

JESUS'   BOYHOOD 

Aim;  To  influence  the  everyday  life  and  conduct  of  our  pupils 
by  showing  them  something  of  what  Jesus'  life  as  a  little  boy  may 
have  been,  emphasizing  His  thoughtful,  kind  and  loving  nature 
and  His  happy,  helpful  childhood. 

Service  of  Worship 
Quiet  Music. 

Offering. 

Prayer.  Talk  with  the  children  again  about  the  money  they  have 
brought.  Have  suggestions  as  to  where  they  m.ay  send  it,  ready 
for  them,  if  they  do  not  make  any.  A  decision  may  be  postponed 
for  two  or  three  Sundays. 

Song  of  Greeting. 

Hymn.     Let  the  children  choose  a  hymn. 

Prayer.     "  Father  of  all." 

Let  the  children  choose  songs  to  sing,  by  letting  one  child  at  a 
time  whisper  to  the  pianist  the  song  he  would  like  to  sing. 

When  the  pianist  has  played  the  song,  all  of  the  children  who 
know  which  one  she  is  playing  may  stand  in  front  of  their  chairs. 
In  this  way  the  teacher  may  find  out  how  many  children  know 
words  and  music. 

Conversation  Period.  Now  that  winter  and  cold  weather  and 
snow  have  come,  where  are  all  the  flowers,  grass,  and  plants  that 
we  see  growing  in  the  summer?  Yes,  they  are  having  a  rest  time 
and  are  hidden  away  under  the  snow  and  leaves.  (If  as  yet  there 
is  no  snow  the  conversation  can  be  left  till  a  snowy  Sunday  comes.) 
Did  you  know  that  the  snow  is  very  good  for  plants?  Although 
it  seems  very  cold  to  us,  it  is  a  very  good  covering  for  the  grass 
and  plants,  for  it  keeps  them  warm. 

How  about  all  the  birds  that  we  saw  last  summer?  Where  are 
they?    Yes,  a  good  many  have  flown  away  to  the  south.     But  do 

114 


JESUS'  BOYHOOD 


115 


you  see  any  birds  flying  around?  (Let  children  tell  of  birds  they 
see.)  There  are  pigeons,  and  span"ows,  and  chickadees,  and  other 
birds  that  stay  all  winter.  Do  you  ever  remember  to  feed  them? 
I  know  a  little  boy  who  helped  take  care  of  the  winter  birds.  He 
filled  some  little  baskets  with  seeds  and  cruml:)S,  and  tied  them  on 
the  branches  of  one  of  the  trees  in  a  park  near  his  house  and  then  he 
tied  pieces  of  suet  and  meat  to  the  branches,  and  really  made  a 
Christmas  tree  for  the  birds.  Wasn't  that  a  good  w'ay  to  help  take 
care  of  them  ? 

You  chiidi-en  could  do  that,  couldn't  you,  or  you  could  throw 
crumbs  on  the  ground  near  your  houses?  For  sometimes  the  little 
birds  that  stay  all  winter  have  a  pretty  hard  time  to  find  enough  to 
eat,  and  they  need  our  help.  If  you  could  build  a  bird  house  and 
put  it  in  a  tree  or  on  a  pole  in  your  yard  perhaps  some  little  birds 
might  like  to  live  in  it  all  winter.  For  some  of  the  birds  would 
stay  all  winter  if  they  could  find  warm  places  and  plenty  of  food. 

Do  you  remember  the  storj^  w^e  had  last  week  ?  Have  you  thought 
about  the  little  boy  Jesus  this  week,  and  remembered  to  be  kind 
and  thoughtful  as  He  was?  (Let  the  pupils  tell  if  they  have  re- 
membered.) 

After  we  have  had  a  march  I  am  going  to  tell  you  the  story  of 
Jesus  again. 

Rest  Time.     March. 

Story  Time.     Repeat  the  story  of  Jesus'  boyhood  told  last  Sunday. 

Table  Period.  Drawing  winter  pictures,  or  making  baskets  for 
seeds  or  crumbs  for  birds. 

(Strong  wrapping  paper  may  be  used.  Comers  may  be  cut  on 
four  or  six  inch  squares 


and  pasted  and  handles, 
inch  pasted  on.) 


of  paper  and  folded  over 
six    inches    by   one-half 


Dismissal.    Prayer.    Good-bye  song.    Giving  out  letters  for  parents. 
Music  for  marching  out. 


LESSON   XVI 

JESUS  AND   THE   LITTLE   CHILDREN 

Aim :  To  show  the  love  of  Jesus  for  children  so  that  it  shall  awaken 
in  these  pupils  an  answering  love  toward  Him. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.     Song  of  greeting. 

Hymn.     Christmas   hymn. 

"  Away  in  a  Manger,"  Luther,  or 
"  Guard  Thy  Children." 

Prayer. 

How  many  of  you  know  the  Lord's  Prayer?  (Probably  a  few  chil- 
dren will  know  it  or  part  of  it.)  Do  you  know  w^ho  thought  of  that 
prayer?  It  was  Jestis'  prayer.  When  He  had  grown  to  be  a  man 
He  had  some  good  friends,  who  went  about  with  Him  doing  good, 
and  Jesus  taught  His  friends  this  prayer  to  say  to  the  Heavenly 
Father.  Would  you  lilve  to  learn  the  Lord's  Prayer?  I  am  going 
to  tell  you  the  words,  and  then  shall  we  all  bow  our  heads  and  close 
our  eyes  while  we  say  the  prayer  together? 

The  teacher  may  repeat  the  Lord's  Prayer  and  then  let  the  chil- 
dren repeat  it  with  her.     (See   "  Teaching  Beginners  to   Pray," 
page  26.) 

Let  the  children  choose  one  or  two  of  the  hymns  already  learned. 

Conversation  Period.  Have  any  of  you  remembered  this  last 
week  to  feed  the  winter  birds?  (Take  a  few  minutes  to  find  out 
if  the  children  have  remembered  and  what  they  did.) 

{Note.)     Here  is  an  instance  of  how  all  of  the  children  tend  to  fly 

116 


JESUS  AND  THE  LITTLE  CHILDREN  117 

off  when  one  child  is  suddenly  diverted  by  something  and  of  how 
they  may  be  brought  back  to  the  original  conversation. 

Suddenly  Marion  looked  toward  the  tables.  "  What  are  we  going 
to  do  today?  "  she  asked.  "  I  want  to  paste  a  picture,"  Helen 
said.  Then  John  called  out,  "  But  I  want  to  take  my  pictures 
home  every  Sunday."  "  So  do  I,"  chimed  in  one  or  two  others. 
"  My  brother  got  a  picttire  book  for  Christmas.  It  is  about  Robin- 
son Crusoe."  "  We  have  a  book  about  Robinson  Crusoe,  too," 
etc.  An  of  the  questions  and  statements  came  in  rapid  succession. 
Then  Helen  and  one  or  two  others  reiterated  that  they  wanted  to 
take  pictures  home.  The  teacher  waited  patiently  for  a  moment 
and  listened  to  what  was  being  said,  then  explained  again  the  reasons 
for  leaving  the  pictures  until  the  end  of  the  year. 

The  children  were  then  ready  to  resume  the  conversation. 

Recall  briefly  the  stories  of  Jesus  already  told,  letting  the  children 
tell  them,  and  show  the  pictures,  Christmas  pictures  and  pictures 
of  Jesus'  boyhood.  Repeat  the  angels'  song,  "  Glory  to  God  in 
the  highest  and  on  earth  peace,  good  will  toward  men." 

When  Jesus  grew  to  be  a  man  He  did  not  stay  at  His  home  in 
Nazareth,  but  went  about  the  country  helping  people  who  were 
in  trouble,  talking  to  them  and  telling  them  stories,  and  making 
sick  people  well.  So  that  wherever  He  went  crowds  of  people 
followed  Him  and  were  glad  to  see  Him. 

If  available  show  picture  of  "  Jesus  Blessing  the  Little  Children," 
by  Plockhorst. 

Would  you  like  to  paste  a  picture  of  "  Jesus  and  the  Little  Chil- 
dren" for  your  books  ?  While  you  are  pasting  it  look  very  carefully  at 
the  picture.     Then  at  the  story  time  I  will  tell  you  a  story  about  it. 

Rest  Time.     Short  march. 

Table  Period.  Drawing,  or,  if  the  teacher  wishes,  the  children 
may  mount  the  picture,  "  Christ  Blessing  Little  Children,"  Plock- 
horst, Cosmos  Picture  Co. 

Story  Time.  "  Jesus  and  the  Little  Children,"  (story  material, 
Mark  10:13-16.) 


118  JESUS  AND  THE  LITTLE  CHILDREN 

Verse.  "  Staffer  the  little  children  to  come  unto  me,  and  forbid 
them  not:  for  of  such  is  the  kingdom  of  God."     (Mark  10:  14.) 

Jesus  and  the  Little  Children 

In  that  long  ago  time  when  Jesus  lived  on  the  earth,  in  that  same 
country  there  were  fathers,  mothers  and  children,  big  boys  and 
little  boys,  big  girls  and  little  girls  and  babies. 

Everywhere  people  were  talking  about  Jesus  and  many  people 
had  seen  Him  and  heard  Him.  The  mothers  told  their  children 
stories  about  Him  and  about  the  wonderful  things  He  did  —  how- 
He  helped  the  sorry  and  sad  people  to  be  happy;  how  He  helped 
the  sick  people  to  get  well  and  how  He  tall<:ed  with  the  people  and 
told  them  stories,  stories  they  liked  so  well  to  hear  that  great  crowds 
of  people  used  to  gather  together  wherever  Jesus  went.  When  He 
talked  to  them  they  kept  very  quiet  and  listened. 

Now  some  mothers  told  their  children  that  if  e\^er  Jesus  came 
near  enough  they  might  go  to  see  Him,  and  perhaps  He  w^ould 
talk  to  them,  and  they  could  talk  to  Him. 

Oh,  how  happy  those  children  were,  for  children  like  to  go  to  see 
people  who  are  going  to  be  glad  to  see  them.  Every  day  I  suppose 
they  asked  their  mothers  when  they  might  go  and  every  night  they 
wanted  to  hear  stories  about  Him. 

At  last  one  day  Jesus  did  coine  near  enough  so  the  children  could 
be  taken  to  see  Him.  They  got  up  early  and  dressed  so  carefully 
in  their  best  clothes,  and  were  all  ready  before  it  was  time  to  go. 
The  babies  all  had  to  be  carried  and  the  little  children  took  hold 
of  the  mothers'  hands.  The  big  boys  and  girls  ran  on  ahead  and 
w^ondered  who  would  see  Jesus  first. 

Presently  they  came  to  a  place  where  there  were  a  great  many 
people  all  standing  very  qviiet  and  listening  to  some  one  who  was 
talking.     Then  one  of  the  children  cried,  "  There  He  is  !" 

And  they  heard  Jesus'  voice  and  saw  His  kind  face  as  they  pushed 
through  the  crowd  of  people  to  get  to  Him.  And  how  glad  they 
were  to  have  found  Him. 

But  just  then  some  men  stepped  up  and  spoke  very  crossly  to 


JESUS  AND  THE  LITTLE  CHILDREN  119 

the  mothers  and  children,  and  said,  "  Go  away  from  here,  Jesus 
is  busy  with  grown-up  people.  He  cannot  be  bothered  with  children. 
You  cannot  stay  here." 

The  mothers  and  children  were  all  ready  to  cry,  they  felt  so  badly 
to  be  so  near  Jesus  and  then  to  have  to  go  away  without  having 
Him  speak  to  them. 

Then  they  heard  Jesus  speak.  He  was  not  pleased  with  the  men 
who  had  spoken  unkindly  to  them.  And  He  said,  "  Suffer  the 
little  children  to  come  unto  me,  and  forbid  them  not:  for  of  such 
is  the  kingdom  of  God." 

What  do  you  think  that  meant?  Yes,  "  Suffer  the  little  children," 
etc.,  meant,  "  Let  the  little  children  come  to  me,  don't  send  them 
away,  for  they  are  a  part  of  God's  family." 

And  so  Jesus  went  towards  the  frightened  mothers  and  children 
and  talked  to  them  and  took  the  children  in  His  arms.  Even  the 
shyest  one  was  not  afraid  of  Him,  for  Pie  knew  just  how  to  talk  to 
them  and  perhaps  He  told  them  stories.  The  children  were  very 
happy  and  they  gave  Him  the  pretty  flowers  they  had  picked  on 
the  way.  And  don't  you  think  they  may  have  invited  Him  to 
visit  them? 

Shall  we  say  again,  "  Suffer  little  children  "?  Repeat  the  verse 
with  the  children.  Shall  we  try  this  week  to  make  some  one  happy 
by  being  Idnd  and  helpful? 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  while  good-byes  are  said. 


LESSON   XVII 
JESUS  AND   THE   LITTLE   CHILDREN 

Aim:  To  tell  again  of  Jesus'  loving  relationship  to  the  children 
and  His  way  of  showing  that  all  children  are  part  of  God's  large 
family. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer.     Lord's  Prayer. 

Again  repeat  the  words  for  the  children  and  ask  them  who  thought 
of  the  prayer.  The  children  can  understand  just  a  little  of  the  mean- 
ing of  the  prayer. 

Tell  them  that  "  Thy  kingdom  come  "  means  that  the  Heavenly 
Father  wants  love  and  kindness  to  be  everywhere  in  the  world  in  His 
family.  "  Give  us  this  day  our  daily  bread  "  will  have  meaning  for 
them.  Explain  that  trespasses  are  the  wrong  things  we  do  every 
day,  and  in  this  prayer  we  tell  the  Heavenly  Father  that  we  are 
sorry  that  we  have  done  them.  Do  not  try  to  explain  more  than  they 
can  take  in.  The  meaning  of  the  prayer  must  grow  with  them  as 
they  grow  in  years  and  experience.  Be  sure  that  every  word  is 
understood.  "  Hallowed  be  thy  name"  was  understood  by  one  child 
as  "  Harold  by  Thy  name!"  Another  cliild  interpreted  "  Forgive  us 
our  trespasses,"  "  Forgive  us  our  fusses  as  we  forgive  those  that  fuss 
against  us."     "  Deliver  us  from  evil."     "  Deliver  us  from  eagles." 

Sing  a  rain,  snow,  or  sunshine  song,  depending  on  the  weather 
which  it  shall  be,  and  sing  other  hymns. 

120 


JESUS  AND  THE  LITTLE  CHILDREN  121 

Conversation  Period.  At  this  time  of  the  year  it  may  be  well  to 
suggest  to  the  pupils  that  they  bring  pictures  to  mount  to  send  to 
the  sick  or  crippled  children  in  a  hospital.  Earlier  in  the  year  there 
are  the  Thanksgi\'ing  and  Christmas  gifts  to  be  thought  of  and 
planned  for.  The  teacher  may  have  a  few  pictures  to  show  to  the 
children.  Tell  them  to  be  sure  to  bring  pretty  pictures,  colored  ones — 
pictures  that  they  themselves  would  enjoy  looking  at.     (See  page  29.) 

This  year  our  children  brought  a  most  interesting  and  attractive 
collection  of  pictures.  Each  Sunday  a  few  children  remembered  to 
bring  pictures.  The  collection  was  large  enough  so  that  for  several 
Sundays  we  mounted  them  at  the  handwork  period.  (See  "  Hand- 
work for  Beginners,"  page  28.)  Late  in  the  spring  we  had  enough 
to  send  to  a  children's  hospital,  where  they  were  greatly  appreciated 
by  the  little  invalids. 

Spend  a  little  time  talking  about  the  pictures,  where  the  children 
may  find  them  —  in  magazines,  postcards,  etc.  A  special  message 
may  be  sent  to  the  mothers  in  the  weekly  folder  telling  them  of  the 
plan. 

Do  you  remember  a  verse  we  had  last  Sunday?  It  began  "  Suffer 
little  children."  Could  any  one  say  all  of  it?  (Since  it  was  sent 
home  on  the  folder  last  Sunday  perhaps  some  of  the  ptipils  have 
learned  it  at  home.)  After  the  verse  has  been  repeated,  ask  who  said 
these  words  and  viiat  they  mean. 

Show  the  Plockhorst  picture  of  "  Christ  and  the  Little  Children." 

Have  you  tried  to  be  kind  and  loving  this  week,  and  helpful  as 
Jesus  said  that  the  Heavenly  Father  wanted  all  children  to  be? 

See  if  the  children  have  thought  about  the  story  during  the  week. 
Ask  them  if  they  told  it  to  some  one  at  home. 

At  the  story  time  would  you  like  to  hear  that  story  of  Jesus  again  ? 
When  we  go- to  the  table,  would  you  like  to  draw  a  picture  of  one  of 
the  stories  of  Jesus? 

Rest  Period. 

Table  Period.  Drawing.  (Pictures  as  suggested  above.)  To 
the  adult  the  pictures  will  Ije  citide,  but  the  children  will  draw  them 


122  JESUS  AND  THE  LITTLE  CHILDREN 

with  interest  and  sincerity.  In  illustrating  by  drawings  the  stories 
told  to  him,  the  child  is  clarifying  his  images  and  ideas.  He  draws 
things  as  he  knows  they  are,  while  the  adult  draws  things  as  they 
appear.  For  example :  A  person  in  a  house  is  drawn  and  shown  re- 
gardless of  the  wall.  The  child's  sense  of  the  beautiful  is  very  prim- 
itive and  crude.  Mr.  Earl  Barnes  says  that  what  is  joy  to  the  child 
is  artistic  agony  to  the  adult.  Let  us  keep  in  mind  the  child's  point  of 
view  in  the  drawing  as  in  everything  else.  The  teacher  may  help 
sometimes  by  a  suggestion  as  to  colors,  proportions,  etc.  Often 
the  child  himself  is  dissatisfied  with  a  first  effort.  In  this  case  give 
him  another  sheet  of  drawing  paper  so  that  he  may  try  again.  Or 
the  criticism  may  come  from  other  children  in  the  group  when  they 
compare  drawings.  In  these  ways  the  pupils  will  grow  in  power  to 
thinlc  and  to  express  more  clearly  in  their  drawings. 

Story  Time.  Repeat  story  of  Jesus  and  the  Httle  children.  At 
the  end  let  the  children  repeat  the  new  verse:  "  Sufl'er  little  children 
to  come  unto  me,  and  forbid  them  not,  for  of  such  is  the  kingdom  of 
God." 

Dismissal.  Prayer:  "  Heavenly  Father,  help  us  this  week  to  be 
kind  and  loving  children  of  the  family  of.  God."  Amen.  Good-bye 
song.     Giving  out  letters  for  parents. 

Music  for  marching  out. 


LESSON   XVIII 

THE   GIFT   OF   DAY  AND   NIGHT 

Aim:  To  bring  to  the  pupils'  consciousness  the  Heavenly  Father's 
care  as  shown  by  His  gift  of  day  and  night. 

Service  of  Worship 

Quiet  Music.     Cradle  Song  (see  page  4S) . 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 

(Usually  new  pupils  or  children  who  have  been  absent  are  made 
very  happy  by  having  a  special  good  morning  sung  to  them.  It 
may  be  sung  in  this  way) : 

Good  morning,  good  morning, 
Good  morning  to  you. 
Good  morning  (dear  Helen), 
We're  glad  to  see  you." 
Hymn.     "  Sing  a  Song  of  Gladness." 
Prayer.     Lord's  Prayer. 

Shall  we  listen  to  the  music  of  a  new  hymn?  Then  repeat  the 
words : 

"  God  our  Father  made  the  night, 
Made  the  moon  and  stars  so  bright,"  etc.   (See  page  45.) 
Repeat  the  wo^ds  of  the  hymn,  then  let  the  children  try  to  sing 
it  with  you. 

Let  the  children  choose  other  hymns. 

Whenever  two  or  three  hymns  are  sung  let  the  children  stand 
to  sing  one  or  two  and  remain  seated  for  the  next,  in  order  to 
prevent  weariness  or  restlessness  from  staying  in  one  position  too 
long. 

123 


124  THE  GIFT  OP  DAY  AND  NIGHT 

Conversation  Period.  What  does  the  new  h>ann  tell  about? 
(Let  the  children  name  the  things.)  Yes,  it  tells  about  the  sun,  the 
moon,  the  stars,  and  the  clouds.  And  who  gave  us  all  of  those 
things?     Yes,  our  Heavenly  Father. 

When  do  we  see  the  sun?  Does  it  shine  every  day?  (Most  of 
the  children  may  say  that  it  does  not  shine  every  day,  but  surely 
some  one  will  know  that  it  is  still  shining  and  gives  us  light  even 
when  the  clouds  hide  it  from  us,  and  we  camiot  see  it.) 

When  do  we  see  the  moon  and  stars?  Yes,  at  night,  and  some- 
times we  see  the  moon  in  the  daytime.  Do  you  laiow  why  we  never 
see  the  stars  in  the  da^'time?  Yes,  because  the  sun  is  so  much 
brighter. 

Which  do  you  like  better,  da^-time  or  nighttime?  Why  do  you 
like  daytime  better?  Yes,  because  you  can  work  and  play  and  go 
to  school.  But  aren't  you  glad  to  have  a  nighttime  when  we  can 
rest?  Think  how  tired  we  should  be  if  we  never  had  a  nice,  quiet, 
dark  rest  time! 

Does  every  day  bring  a  light  time  and  a  nighttime?  Yes,  each 
day  brings  both,  and  each  day  we  need  a  time  to  work  and  pla\^  and 
a  time  to  rest. 

Think  about  it  every  day  this  week  and  see  if  you  are  not  always 
glad  when  morning  comes,  and  just  as  glad  when  nighttime  comes, 
"  that  brings  the  time  for  rest,"  and  let's  remember  that  the 
Heavenly  Father  gave  us  both  each  day  because  He  knew  it  was  best 
for  us.  I  know  a  verse  that  says,  "  The  day  is  thine,  the  night  is 
also  thine."  (Psalm  74:  16a.)  Let's  remember  that  the  Heavenly 
Father  has  given  us  both  day  and  night  and  that  He  is  watching 
over  us  whether  it  is  light  or  dark. 

Rest  Time.     March. 

Table  Period.  Make  a  night  picture.  Use  any  dark  blue  paper 
cut  to  seven  inches  by  nine  inches. 

Let  the  children  paste  on  small  gold  stars  which  may  be  pur- 
chased in  small  boxes  at  any  stationer's.  A  moon  cut  from  gold 
paper  by  the  teacher  may  be  i:)asted  on  the  blue  mount,  also,  to  com- 


THE   GIFT  OF   DAY  AND   NIGHT  125 

plete  the  night  picture.  These  smaller  mounts  may  be  pasted  on 
those  to  be  used  for  the  books. 

Story  Period.  How  many  children  have  ever  been  out  of  doors 
in  the  night  ?  Can  you  see  to  walk  around  ?  What  gives  you  light  ? 
Yes,  the  street  lamps  make  it  light  along  the  streets.  Have  you 
ever  been  out  of  doors  in  the  country  in  the  evening  where  there 
are  no  street  lights?  What  gave  you  light  then?  Yes,  if  it  was 
a  clear  night  you  could  see  the  stars  and  perhaps  the  moon  and  in 
the  city  you  can  see  the  moon  and  stars,  too. 

Did  you  ever  hear  these  verses: 

"  Twinkle,  twinkle,  little  star, 
How  I  wonder  what  you  are. 
Up  above  the  world  so  high, 
Like  a  diamond  in  the  sky. 

When  the  blazing  sun  is  set. 
When  the  grass  with  dew  is  wet, 
Then  you  show  your  little  light, 
Twinkle,  twinkle  all  the  night." 

Now  I  am  going  to  tell  you  a  storv  about  a  little  boy  who  watched 
for  the  night  to  come. 

"  Mother,  I've  never  seen  the  night  come,"  a  little  boy  said  to 
his  mother  one  day.  "  Mayn't  I  stay  up  to  see  the  dark  come 
sometime?  "     And  his  mother  said  that  he  might. 

You  see,  Dick  always  went  to  "  bed  by  day  "  like  the  little  boy 
in  the  story.  To  be  sure  he  had  often  wakened  in  the  night  or 
early  in  the  morning  when  everything  was  dark  and  still.  Some- 
times he  had  felt  a  little  afraid  of  the  dark,  but  his  mother  always 
told  him  that  it  was  God's  night  and  that  he  was  just  as  safe  at 
night  as  when  it  was  light,  for  the  Heavenly  Father  was  always 
watching  over  him. 

One  very  hot  day  in  summer  Dick's  mother  said  to  him,  "  If 
you  will  take  a  long  nap  today  you  may  stay  up  to  see  the  night 
come." 


126  THE   GIFT   OF   DAY  AND   NIGHT 

"  May  I  stay  out  of  doors  to  watch  for  it?  "  Dick  asked. 

"  Yes,"  said  his  mother,  "  and  just  as  long  as  you  want  to." 

Dick  slept  so  long  that  afternoon  that  it  was  nearly  his  supper 
time  when  he  woke  up.  After  supper  he  went  out  in  the  garden 
to  help  his  father  water  the  lawn  and  the  flowers,  for  grass  and 
flowers  were  thirsty  after  the^long,  hot  day. 

When  his  father  went  back  to  the  porch  to  finish  reading  his 
paper  Dick  sat  down  on  the  steps  to  watch  for  night  to  come.  While 
he  sat  there  he  heard  some  robins,  in  their  nest  in  a  low  tree  near  by, 
talking  to  each  other  before  they  went  to  bed. 

Presently  he  saw  some  little  sparks  of  light  flitting  about  over 
the  lawn  and  through  the  bushes. 

"  What  are  they,  dearie?  "  he  called  to  his  mother. 

"  They  are  fireflies,"  she  answered. 

"  They  are  playing  hide  and  seek  with  me,"  Dick  said  as  he  chased 
them  in  and  out  and  round  and  round.  Suddenly  he  looked  up 
through  the  trees  and  saw  something  bright  in  the  sky. 

"  What  is  that  bright  little  thing  that  has  horns?"  he  called. 

"  That's  the  moon,"  his  mother  said. 

"  Oh,  and  there  are  some  little  lights  in  the  sky,  what  are  they?  " 

"  They  are  the  stars,"  his  mother  said  again. 

"  And  there  are  more  stars  and  more  stars,"  Dick  cried,  as  he 
ran  about  looking  at  all  the  sky  he  could  see. 

"  Who  made  the  moon  and  stars,  dearie?  "  he  asked. 

Then  his  mother  told  him  that  they  are  the  Heavenly  Father's 
moon  and  stars  and  that  He  made  them. 

It  was  so  dark  now  that  Dick  couldn't  see  his  father  and  mother 
on  the  porch,  but  he  knew  they  were  there. 

He  danced  up  and  down  and  clapped  his  hands  and  called,  "  Oh,  I 
love  the  night,  I  love  the  night,  it's  beautiful,  it's  beautiful!" 

By  this  time  his  neck  had  grown  so  tired  from  trying  to  look  up 
at  the  stars  that  he  thought  he  would  lie  down  on  the  grass. 

"  There  are  so  many  stars  I  can't  count  them,"  he  said.  "  Does 
the  Heavenly  Father  know  how  many  stars  He  has?  " 

"  Yes,  He  knows  every  one,"  his  mother  said. 


THE   GIFT   OF   DAY  AND   NIGHT  127 

Then  his  mother  heard  him  say,  "  I  love  the  Heavenly  Father's 
night,  I  shan't  be  afraid  any  more." 

The  air  was  so  soft  and  cool  and  dark  and  the  grass  such  a  soft 
bed  that  before  he  knew  it  Dick  had  gone  to  dreamland.  ^  He  never 
knew  when  his  father  earned  him  upstairs  and  put  him  to  bed. 
In  fact,  he  didn't  know  anything  more  until  the  sun  waked  him  up 
the  next  morning. 

'■  Dearie,"  he  said  as  soon  as  he  saw  his  mother,  "  may  I  watch 
for  the  dark  to  come  again?  There  were  so  many  things  to  see 
that  I  had  never  seen  before  that  I  forgot  to  watch  for  night  to 
come." 

Shall  we  try  all  this  week  to  remember  that  "  the  day  is  thine, 
the  night  is  also  thine,"  and  that  whether  it  is  dark  or  whether  it  is 
light  God  is  talcing  care  of  us? 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  while  good-byes  are  said. 


LESSON   XIX 

THE   GIFT   OF   DAY  AND   NIGHT 

Aim:  To  bring  to  the  pupils'  consciousness  the  Heavenly  Father's 
care  as  shown  by  His  gift  of  day  and  night. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Greeting. 

Hymn.     "  God  our  Father  Made  the  Night."     (See  page  45.) 

Prayer.     Lord's  Prayer. 

Let  the  children  choose  one  or  two  other  hj-mns. 

Verses.      "  He  careth  for  you." 

"  The  day  is  thine,  the  night  is  also  thine." 

Conversation  Period.  Have  you  remembered  this  week  what  we 
talked  about  last  Sunday?  I  wonder  if  you  thought  one  night  or 
one  morning,  when  you  got  up  and  were  ready  for  ^^■ork  or  play,  that 
the  Heavenly  Father  gives  us  every  day  and  every  night  and  is 
watching  over  us  all  the  time.  How  many  children  thank  Him  at 
night  or  i:i  the  morning  for  talcing  care  of  you?  (Let  the  children  tell 
you  if  they  do  say  a  prayer  at  home  night  or  morning.) 

"  I  am  not  afraid,"  John  says.  "  "When  my  mother  puts  m^e  to 
bed  every  night  I  let  her  put  the  light  out  just  as  soon  as  I  am  in 
bed,  for  I  can  go  to  sleep  better  when  it  is  dark." 

Has  any  one  seen  the  moon  or  stars  this  week? 

"  I  can  see  some  stars  through  my  window  when  I  am  in  bed,"  and 
"  I  sometimes  wake  up  so  early  that  I  can  see  the  sun  just  coming 
over  the  hill,"  says  Ned. 

Is  it  a  good  thing  for  children  to  go  to  bed  early  and  have  a  long 
rest  at  night?     Oh,  yes  indeed,  it  is!     Why  is  it  good  for  you  to  go 

128 


THE   GIFT   OF   DAY  AND   NIGHT  129 

to  bed  early?     Yes,  because  a  good  rest  at  night  helps  you  to  keep 
well  and  grow  big  and  strong.     And  then,  too,  think  how  much  more 
you  feel  like  working  and  playing  in  the  daytime  if  you  have  a  long 
sleep.     Show  night  pictiire. 
Repeat. 

"  Every  day  the  shining  sun, 
Rising  in  the  east. 
Brings  the  light  to  land  and  sea. 
Brings  the  light  to  you  and  me, 
Wakens  bird  and  beast. 

Every  night  the  shining  sun. 

Setting  in  the  west, 
Talces  the  light  from  land  and  sea, 
Takes  the  light  from  you  and  me, 
Brings  the  time  for  rest."  * 
Let  the  children  help  you  say: 

"  Twinkle,  twinkle,  little  star." 
Rest  Period.     "  Cradle  Song  "  (see  page  48),  played  by  the  assis- 
tant.    Children  rock  imaginary  babies  to  sleep  and  put  them  in  their 

cradles. 

Table  Period.     Mount  the  sixth  picture  in  the  series,  "Night." 

Story  Time.  Would  you  like  to  hear  again  the  story  of  the  little 
boy  who  had  never  seen  the  night  come?    Repeat  last  Sunday's  story. 

Dismissal.  Prayer:  "  Heavenly  Father,  help  us  to  remember  that 
the  day  is  Thine  and  the  night  also  is  Thine."  Amen.  Good-bye  song. 
Giving  out  letters  for  parents. 

Music  while  goodbyes  are  said. 


*From  "The  Children's  Year"  by  Grace  Conant.     By  permission  of  Milton 
Bradley  Co.,  owners  of  the  copyright. 


LESSON   XX 

LEARNING  TO   OBEY 

Aim:  Using  faith  in  and  love  for  parents,  teachers,  and  others 
as  motives  for  helping  the  child  to  obey  quickly  and  willingly. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Where  did  we  decide  to  send  our  money  this  time?  Yes,  to  —  . 
Let's  try  to  remember  each  Sunday  to  bring  our  money. 

Greeting. 

Hymn.  "  Little  Lambs  so  White  and  Fair."  Songs  and  Games 
FOR  Little  Ones.  Walker  and  Jenks.  Oliver  Ditson  Co.,  Ncv/  York. 

Prayer.     Lord's  Prayer. 

Shall  we  sing  "  Little  Lambs  so  White  and  Fair  "?  Who  could 
say  the  words  first,  all  alone?  (Let  one  child  repeat  the  words  of 
both  verses.) 

What  does  "  obey  "  mean? 

"  It  means  to  go  where  the  shepherd  says  to  go,"  says  Frances. 
Yes,  it  does.  Why  is  it  well  for  the  sheep  to  obey?  Perhaps  Mary 
will  say,  "  Because  the  shepherd  knows  a  better  way  than  the  sheep 
do."  Of  course  he  does,  he  knows  the  safe  way  and  the  places  to 
find  green  grass  and  fresh  water. 

Now  shall  we  all  stand  up  and  sing  the  hymn  ? 

Rest  Exercise.  Suggest  that  the  children  play  shepherd  and 
sheep.     (See  "  Playing  the  Stories,"  page  20.) 

Conversation  Period.  I  thinlc  most  of  the  sheep  we  have  just 
had  in  this  room  followed  their  shepherd  \ery  well,  don't  you?     One 

130 


LEARNING  TO   OBEY  131 

or  two  lambs  went  rather  slowly  and  might  have  been  lost,  and  besides 
they  kept  the  others  back  and  that  wasn't  fair,  was  it  ? 

Now  I  want  to  ask  you  a  question.  Every  one  please  put  your 
thinking  caps  on  and  listen.  If  you  think  children  ever  have  to  obey, 
don't  say  a  word;  just  stand  up  in  front  of  your  chair.  Then  ask 
different  children  in  turn  whom  they  have  to  obey.  Yes,  we  have  to 
obey  fathers,  mothers,  older  sisters,  brothers,  aunts,  uncles,  teachers, 
and  nurses.  Why  do  we  have  to  obey  all  of  these  people?  Yes, 
because  they  are  older  and  wiser  and  they  know  what  is  best  for  us 
better  than  we  can  know  ourselves. 

John  says  he  has  to  obey  his  father  when  he  tells  him  to  get  up 
in  the  morning,  and  Helen  says  she  has  to  obey  mother  when  she 
calls  her  to  put  her  toys  away.  So  many  times  a  day  we  have  to 
obey  people  who  love  us  and  who  know  what  is  best  for  us. 

Mary,  when  your  nurse  calls  you  to  come  to  dinner,  what  do  3^ou 
think  is  a  good  way  to  obey.^  And  perhaps  Mary  will  say,  "  I  run 
quickly  when  she  calls  me."  That  is  the  very  best  way  to  obey  — 
to  answer  pleasantly  and  obey  right  away,  quickly. 

Is  it  always  easy  to  obey?  No,  indeed,  it  sometimes  is  very  hard. 
Whom  can  we  ask  to  help  us  to  obey  quickly?  Yes,  we  can  ask  the 
Heavenly  Father  to  help  us,  and  He  is  glad  when  we  obey  our  fathers 
and  mothers.  Will  you  try  to  remember  all  this  week  to  obey? 
And  come  next  »Sunday  and  tell  us  whether  yovi  have  remembered. 

Table  Period.  Mounting  picttires  to  be  sent  to  a  hospital  or 
nursery.     (See  "  Handwork,"  page  28.) 

Story  Period.  Now  I  am  going  to  tell  you  a  true  story  about  a 
mother  duck  and  her  twelve  ducklings.  Have  you  ever  seen  ducks? 
If  possible,  show  a  picture  of  ducks. 

How  Twelve  Ducklings  Learned  to  Hide 

George  A.  Coe 

{By  permission  of  the  author) 

Once  upon  a  time,  at  Lonely  Lake,  a  mother  duck  had  twelve  little 

ducklings.  Ducklings  are  ducks'  little  children.  Each  little  duckling 

was  about  as  big  as  your  two  hands  when  they  are  clasped  together. 


132  LEARNING   TO   OBEY 

Every  morning,  mother  duck  went  out  with  her  twelve  ducldings 
to  get  a  dinner  for  herself  and  her  little  ones.  She  would  swim  along 
on  the  top  of  the  water,  and  the  twelve  ducklings  would  swim  after 
her.  Whenever  a  duckling  got  tired  —  for  they  were  not  used  to 
swimming  very  far  —  what  do  you  think  happened?  Mother  duck 
just  let  the  tired  dtickling  get  on  her  back  and  ride. 

One  day,  when  they  were  all  swimming  along  by  the  shore  of 
Lonely  Lake,  mother  duck  looked  back  and  she  saw  a  great  Big  Thing 
coming  toward  her  and  the  ducklings  as  if  it  were  going  to  catch 
them  and  eat  them  up.  "  Children,"  she  said,  "  there's  a  great  Big 
Thing  coming  after  us!  We  must  hide  ourselves.  Come  with  me, 
every  one  of  you!"  Then  the  little  ducklings  went  after  her  exactly 
as  she  told  them  to.  Not  one  of  them  said,  "  I  don't  want  to!  " 
Not  one  of  them  hung  back,  but  every  one  just  went.  They  all  went 
and  hid  themselves  under  a  maple  tree  by  the  shore  of  the  lake. 
"  Children,"  said  mother  duck,  "  don't  one  of  you  stir!  Don't  one 
of  you  make  a  sound!  Don't  even  whisper!  "  And  not  a  duckling 
stirred,  not  one  of  them  made  a  sound,  not  one  of  them  even 
whispered. 

Then  mother  duck  looked  out  from  under  the  maple  tree  to  see 
where  the  Big  Thing  was.  And  there  it  was,  coming  right  toward  her 
and  the  twelve  ducklings.  "  Children,"  she  said,  "  it's  coming!  We 
must  run!  Follow  me,  every  one  of  you!"  Then  the  little  ducklings 
went  after  her,  exactly  as  she  told  them  to.  Not  one  of  them  said, 
"  I  don't  want  to!  "  Not  one  of  them  hung  back,  but  every  one 
just  went.  They  were  not  old  enough  to  fly  through  the  air  yet,  but 
they  partly  flew  and  partly  swam,  and  they  went  very  swiftly,  tr^'ing 
to  get  away  from  the  Big  Thing. 

But  the  Big  Thing  was  very  strong  and  swift,  and  when  mother 
duck  looked  back  again,  there  it  was,  still  coming  after  her  and  tlie 
twelve  little  ducklings.  "  Children,"  she  said,  "  it's  coming  after 
us  again!'  We  must  hide  once  more.  But  this  time  we  won't  hide 
under  the  maple  tree,  but  we'll  hide  among  the  rocks  under  the 
pine  tree  in  the  bay.  Come  with  me,  every  one  of  you!  "  Then  the 
Httle  ducklings  went  after  her  exactly  as  she  told  them  to.     Not  one 


LEARNING   TO   OBEY  ^  133 

of  them  said,  "  I  don't  want  to!  "  Not  one  of  them  hung  back,  but 
every  one  just  went.  So  they  hid  themseh^es  this  time  among  the 
rocks  under  the  pine  tree  in  the  bay. 

Then  mother  duck  looked  out  from  among  the  rocks  under  the 
pine  tree  in  the  bay  to  see  where  the  Big  Thing  was.   And  there  it  was, 
coming  right  toward  her  and  the  twelve  ducklings  again.     "  Chil- 
di-en,"  she  said,  "  it's  coming  again.     I  must  run,  but  you  must  stay 
here.     Don't  one  of  you  miake  a  sound!     Don't  one  of  you  stir! 
Don't  even  whisper  until  I  come  back!  "     And  not  a  duckling  stirred, 
not  one  of  them  made  a  sound,  not  one  of  them  even  whispered.     Not 
one  of  them  said,  "  Let  me  go,  too !  "     But  they  all  did  just  as  mother 
duck  had  told  them  to.     And  that's  the  reason  why  the  Big  Thing 
couldn't  see  them  and  couldn't  hear  them,  and  so  couldn't  find  them. 
But  mother  duck  herself  came  out  where  the  Big  Thing  could  see 
her.     She  started  right  out  into  the  lake,  partly  flying  and  partly 
swimming,  just  as  if  she  were  only  a  duckling  and  couldn't  yet  fly  in 
the  air.     So  the  big  thing  went  after  her,  on  and  on  out  into  the  lake, 
far  away  from  the  ducklings  who  were  hiding  among  the  rocks  under 
the  pine  tree.     This  is  just  what  mother  duck  wanted.     For  she  was 
fooling  the  Big  Thing,  and  when  she  had  led  it  way  out  into  the  lake, 
far  away  from  the  ducklings,  she  just  rose  in  the  air  and  flew  away. 
So  the  Big  Thing  didn't  get  either  her  or  the  twelve  ducklings. 
When  the  Big  Thing  was  far  away  and  out  of  sight,  mother  duck 
flew  back  toward  the  pine  tree  in  the  bay.     The  twelve  little  duck- 
lings looked  out  and  saw  her  coming,  and  they  wanted  to  go  and 
meet  her  and  to  shout  out  loud.     But  not  one  of  them  stirred,  not 
one  of  them  made  a  sound,  not  one  of  them  even  whispered,  because 
mother  duck  had  told  them  not  to.     When  mother  duck  saw  that 
they  had  all  obeyed  her,  she  said,  "  You've  all  been  good  children. 
Not  one  of  you  has  stirred,  not  one  of  you  has  made  a  sound,  not  one 
of  you  has  even  whispered.    And  it's  well  you  didn't.    For  if  the  Big 
Thing  had  seen  you  move  or  heard  you  speak,  he  would  have  found 
you.     But  the  Big  Thing  didn't  find  any  of  you,  and  he's  gone  now, 
so  we  can  have  a  good  time  together  again.     Let's  all  go  down  the 
shore  of  the  lake  and  see  if  we  can  catch  a  fish  for  dinner." 


134  LEARNING  TO   OBEY 

The  children  will  doubtless  try  to  guess  what  this  "  Big  Thing  "  is. 
They  will  guess  everything  from  "  a  large  fish  "  to  "  a  giant  who  can 
walk  on  the  water."  They  may  have  to  be  told  that  it  is  a  boat. 
Give  a  few  minutes  for  their  comments  and  suggestions,  but  let 
them  make  the  application  of  the  story  themselves. 

Dismissal.  Prayer:  "  Heavenly  Father,  help  us  all  this  week  to 
remember  to  obey  quickly  and  wiJlingly  those  who  are  older  and  who 
know  better  than  we  do  what  is  best  for  us. ' '  Amen.  Good-bye  song. 
Giving  out  letters  for  parents. 

Music  for  marching  out. 


LESSON   XXI 

LEARNING  TO   OBEY 

Aim:  Using  faith  in  and  love  for  parents,  teachers,  and  others 
as  motives  for  helping  the  children  to  obey  quickly  and  willingly, 
also  showing  that  adults  as  well  as  children  must  obey. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer, 

Greeting.     Song  of  greeting. 

Hymn.     Let  a  child  choose  hymn. 

Prayer.     Lord's  Prayer. 

"  Rain  Song,"  "  Snow  Song,"  "  Sunshine  Song."  Let  the  children 
decide  which  they  shall  sing. 

Choices  of  other  songs  or  hymns. 

Rest  Period.  March  —  following  leader  (one  of  the  children) 
and  doing  just  as  he  does  —  clapping,  or  marching  and  obeying 
the  music  —  stopping  when  the  music  stops.  Let  the  assistant 
play  a  few  bars,  then  stop :  continue  a  few  more  bars  —  and  then 
stop  again,  etc.,  until  the  children  are  rested.  March  back  to  chairs. 
(Note.)     This  rest  may  come  in  better  after  the  conversation  period. 

Conversation  Period.  Who  remembers  what  we  talked  about 
last  Sunday?  Doesn't  any  one  remember  what  we  were  to  try 
to  do  every  time  and  quickly?  Yes,  we  were  going  to  remember 
to  obey  father,  mother,  teacher  and  nurse,  quickly  and  pleasantly. 
How  many  children  thought  about  it  at  home  last  week?  If  you 
think  you  did,  stand  up.  Let  each  in  turn  tell  when  he  did  remember 
to  obey  quickly. 

In  our  class  Francis  very  shyly  said,  "  I  picked  up  my  playroom 
quickly  when  mother  called  me  and  told  me  it  -was  supper  time." 

135    • 


136  LEARNING  TO  OBEY 

And  "  I  stopped  drawing  another  time  when  she  told  me  to,  but 
I  didn't  want  to  stop."  Jean  said,  "  I  went  to  the  store  to  do  an 
errand  when  my  mother  asked  me  to."  And  so  on.  Many  of  the 
children  had  taken  the  thought  home  with  them  and  they  had 
carried  it  into  the  work  and  play  life  of  the  week. 

In  one  case  the  story  of  "  How  Twelve  Ducklings  Learned  to 
Hide  "  was  taken  home,  and  dramatized  by  the  whole  family  after 
it  had  been  told  to  them  by  Adele.  The  mother  afterward  told  me 
that  she  simply  had  to  say  "  Quack,  quack,"  to  have  her  little  girl 
come  quickly  when  she  called,  and  she  said,  "  Playing  that  story 
has  helped  us  over  some  hard  places  when  it  was  not  easy  to  obey." 

Isn't  it  well  to  let  the  children  realize  that  adults  have  to  obey? 
Let  them  see  that  children  and  grown-ups  share  the  problem  of 
obedience  together  and  that  parents  have  to  obey  those  who  are  over 
them  just  as  children  do.  They  have  to  obey  the  traffic  policeman 
and  the  laws.  And  that  children  and  parents  together  may  learn 
to  love  and  obey  the  Heavenly  Father.  Ask  your  pupils  whether 
they  think  fathers  and  mothers  have  to  obey.  Children  sometimes 
think  obedience  is  an  imposition  put  upon  them. 

Let  them  discuss  the  question,  telling  them  to  find  out  when  they 
go  home. 

Story  Time.  Repeat  the  story,  "  How  Twelve  Ducklings  Learned 
to  Hide." 

Table  Period.     Drawing.     Illustrations  of  the  story  just  told. 

Our  children's  ilkistrations  of  this  story  have  been  most  varied 
and  interesting.  The  ducks  all  carefully  arranged  in  line,  the  "  Big 
Thing,"  the  trees,  and  rocks  all  being  represented  in  very  original 
ways. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  while  good-byes  are  said. 


LESSON   XXII 
HELPFULNESS  AND  HAPPINESS 

Aim:     To  encourage  cheerful  loyalty  in  home  duties  and  service. 

Service  of  Worship 
Quiet  Music. 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 
Hymn.     "  Little  Lambs." 

"  Sing  a  Song  of  Gladness." 
Prayer.     (If  the  Lord's  Prayer  has  been  learned,  ask  the  children 
which  prayer  they  would  rather  use.     Also  begin  to   talk   about 
mailing  your  own  prayer.)     Can  we  thinlc  of  anything  we  should 
like  to  say  to  the  Heavenly  Father  in  our  own  way?     (The  first 
time  this  is  suggested  to  the  children  it  may  meet  with  no  response. 
Drop  it  then,  but  ask  the  children  to  think  about  it.) 
Verse,     The  teacher  may  repeat: 
"  I  wonder  if  any  one  knows 
On  a  cloudy  day  where  the  sunshine  goes  ? 
I  have  heard  that  it  chooses  the  queerest  places, 
The  hearts  of  good  children,  and  shines  in  their  faces. 
In  their  eyes  it  dances  all  the  while. 
On  their  lips  it  lingers,  a  loving  smile." — Anon. 
Conversation  Period.     A   few  minutes   ago   we   sang,  "  Sing   a 
Song  of  Gladness."     What  does  gladness  mean?     Yes,  happiness. 
How  many  of  you  are  happy  this  morning?     Why  are  you  happy? 
One   time   these   were   the   answers:     "Because   the   sun   shines." 
"  Because  it  is  going  to  snow  again."     "  Because  on  the  back  porch 
there  is  ice  cream  for  dinner."     "  Because  my  mother  was  nice  to 
me  today." 

Are  you  ever  unhappy?     Yes,  they  had  all  been  unhappy,  when 
various  things  had  gone  wrong,   mostly  concerning  wrong  things 

137 


138  HELPFULNESS  AND   HAPPINESS 

they  had  done  or  things  they  couldn't  have,  or  do,  oi"  when  people 
had  been  unkind  to  them. 

"  It  makes  me  unhappy  when  I  have  to  stay  home  from  kinder- 
garten," says  Helen.  "  It  makes  me  unhappy  when  I  can't  go 
out  of  doors  to  play."  "  Sometimes  I  want  to  have  a  new  toy,  and 
my  mother  doesn't  get  it  for  me,  and  that  makes  me  unhappy." 
Why  do  mothers  keep  us  home  from  kindergarten,  and  in  the 
house?  Yes,  when  we  are  not  well  or  when  they  know  it  won't  be 
good  for  us  to  go  out-of-doors.  Do  you  think  it  is  very  sensible  to 
be  unhappy  and  make  other  people  unhappy  by  crying?  Why,  no, 
just  find  something  to  do  in  the  house  and  be  happy  playing  there. 

"  My  brother  grabs  my  blocks  away  and  makes  me  uiihappy," 
says  Jolin.  Are  you  always  kind  to  him?  If  he  is  a  little  brother, 
perhaps  he  doesn't  laiow  any  better;  you  will  have  to  be  very  patient 
with  him. 

Do  you  ever  make  any  one  happy?  What  do  you  do?  (vSome 
children  did  not  laiow  whether  they  had  or  not.)  "  I  let  my  sister 
play  with  my  doll  sometimes."  "  I  help  my  father."  "  I  gave 
my  brother  some  of  my  candy." 

How  many  children  can  dress  themselves  and  fasten  all  the  but- 
tons? Try  this  week  to  make  your  mothers  happy  by  waiting  on 
yoiirselves  and  by  obeying  quickly. 

Then  followed  a  talk  about  how  in  the  home  when  every  one 
is  helpful  and  does  his  part  every  one  is  happy,  and  how  we  may 
pray  to  God  for  help. 

Table  Period.  Mounting  seventh  picture  in  the  series,  "  Child 
Helping  His  Mother." 

Rest  Exercise.  March  or  clapping  to  music  and  learning  to 
stop  with  the  music.  Let  the  assistant  play  a  few  bars  of  a  march, 
then  stop,  etc.,  as  was  suggested  in  last  week's  lesson  plan. 

Story  Time.  When  night  comes  and  it  is  dark  out  of  doors,  what 
is  there  to  give  us  light?  Yes,  when  it  is  clear,  the  moon  and  stars 
give  us  light,  and  street  lights  out  of  doors  help  to  make  the  streets 
bright  so  we  can  see  our  way. 


HELPFULNESS  AND   HAPPINESS  139 

Do  you  know  how  boats  sailing  on  the  seas  and  lakes  and  rivers 
find  their  way  and  know  how  to  keep  off  the  rocks  near  the  shore? 
Have  you  ever  heard  of  lighthouses?  How  many  children  have 
seen  a  lighthouse?  (Have  a  picture  of  a  lighthouse.  In  one 
group  after  the  talk  two  children  brought  pictures  of  lighthouses 
from  home;  one  of  them  brought  a  picture  of  a  lighthouse  which  was 
near  his  home  in  Beirut,  and  sent  its  light  into  his  window  at  night.) 
Lighthouses,  you  know,  are  very  often  way  out  in  the  water,  some- 
times built  on  rocky  islands,  and  they  stand  high  so  the  light  shines 
far  out  over  the  water.  Would  you  like  to  hear  a  story  about  a 
little  girl  who  lived  in  a  lighthouse? 

Once  upon  a  time  there  was  a  little  girl  who  lived  with  her  father 
in  a  lighthouse  far  out  in  the  ocean.  The  lighthouse  was  built 
on  a  rocky  island  and  there  was  water,  water  on  all  sides. 

Some  one  always  must  live  in  a  lighthouse  to  take  care  of  the 
big  lamps  and  keep  them  burning  brightly  every  night,  so  the  ships 
will  laiow  the  way  to  go  and  so  keep  off  the  dangerous  rocks.  The 
little  girl  I  am  going  to  tell  you  about,  and  her  father,  the  light- 
house keeper,  lived  alone  in  the  lighthouse.  Emmy  had  no  mother 
to  take  care  of  her  and  she  couldn't  go  to  school,  for  school  was  too 
far  away.  But  she  loved  to  work  and  she  loved  to  play,  although 
there  was  no  one  to  play  with.  And  she  was  very  happy  every 
day.  She  helped  take  care  of  the  rooms  where  they  lived  and  helped 
cook  the  meals.  Every  day  she  played  out  of  doors  on  the  rocks 
in  the  sunshine.  At  night,  as  soon  as  the  sun  had  gone,  she  went 
with  her  father  up  the  steps  that  led  to  the  light  and  watched  the 
great  light  when  it  began  to  shine  far  out  over  the  water. 

One  day  her  father  said,  "  Today  I  must  go  in  my  boat  to  the 
land  to  buy  some  things  for  us  to  eat,  and  a  pair  of  shoes  for  my  little 
girl.  You  can  play  in  the  sand  out-of-doors  and  watch  for  my  boat 
to  come  back,  for  I  shall  not  be  gone  very  long." 

Not  long  after  her  father  had  gone,  Emmy  looked  up  and  saw 
that  clouds  were  gathering  in  the  sky,  and  presently  some  big  drops 
came  splashing  down.  Soon  they  came  so  fast  that  she  had  to 
run  into  the  house.     The  rain  came  faster  and  faster  and  the  wind 


140  HELPFULNESS  AND   HAPPINESS 

blew  the  water  into  great  waves,  and  when  Emmy  looked  through 
the  windows  she  couldn't  see  her  father's  boat  coming.  She  then 
went  to  get  the  tdible  ready  for  supper,  for,  you  see,  she  had  to  be 
the  little  housekeeper  and  had  many  things  to  do  that  most  little 
girls  don't  have  to  do.  But  she  was  a  busy,  happy  little  girl,  even 
though  she  had  to  work  and  play  alone  so  much. 

After  she  had  made  the  table  ready  for  supper  she  found  that 
it  was  beginning  to  grow  dai'k  and  quickly  she  thought  of  the  light 
which  must  shine  for  her  father  and  the  sailors,  so  she  climbed  the 
stairs  but  found  she  wasn't  tall  enough.  The  light  was  higher  than 
her  hands  could  reach.  So  down  she  went  to  get  a  chair  to  make 
her  tall  enough  to  reach  the  light.  A  second  time  she  climbed  the 
stairs  and  soon  she  made  the  big  light  shine  far  out  over  the  water. 
She  sat  down  and  watched  it  and  waited  a  long  time  and  listened 
to  the  rain  that  beat  against  the  windows. 

Presently  something  else  came  with  the  storm  and  shut  the  light 
in  so  that  it  could  be  seen  only  a  little  way  off.  It  was  a  heavy- 
fog  and  Emmy  knew  that  the  fog  bell  must  ring  so  the  sailors  could 
hear  even  if  they  couldn't  see.  It  was  hard  to  ring  that  bell,  but 
Emmy  pulled  the  rope  for  a  long  time,  until  it  got  so  heavy  that 
she  fell  asleep. 

When  the  moon  came  out  and  the  waves  went  down,  Emmy's 
father  made  his  boat  hurry  over  the  water  as  fast  as  he  could  to  get 
home  to  his  little  girl.  He  found  her  fast  asleep  with  the  bell  rope 
still  in  her  hands,  and  the  big  light  burning  brightly. 

How  did  you  like  that  story?  Yes,  Emmy  was  a  good  helper 
for  her  father  and  she  was  very  happy,  too.  Let's  see  if  this  week 
we  can  remember  to  do  the  things  we  have  to  do  every  day  on  time 
and  so  make  the  people  in  our  homes  happy.  See  how  many  helpful 
things  you  can  do.  A  very  good  way  to  be  happy  yourself  is  to  make 
some  one  else  happy. 

Dismissal.  Good-bye  song.  Prayer;  "  Heavenly  Father,  make 
us  want  to  be  helpful  and  happy  all  this  week."  Amen.  Giving  out 
letters  for  parents. 

Music  for  marching  out. 


LESSON   XXIII 
HELPFULNESS  AND   HAPPINESS 

Aim:  To  encourage  cheerful  loyalty  in  the  home  duties  and  service. 

Service  of  Worship 
Quiet  Music. 
Offering. 
Prayer. 
Greeting. 
Hymn.     "  Sing  a  vSong  of  Gladness." 

"  God  our  Father  Made  the  Night." 
Repeat :  "  Every  day  the  shining  sun, 
Rising  in  the  east, 
Brings  the  light  to  land  and  sea, 
Brings  the  light  to  you  and  me, 
Wakens  bird  and  beast. 

Every  night  the  shining  sun. 

Setting  in  the  west, 
Takes  the  light  from  land  and  sea, 
Takes  the  light  from  you  and  me. 
Brings  the  time  for  rest." 
Does  the  sun  come  every  day  and  go  away  every  night?     Yes,  and 
it  goes  at  just  the  right  time  always. 

Shall  we  sing  "  Let  the  Merry  Sunshine  In  "? 
Doesn't  it  make  you  feel  happy  to  have  the  sun  shine?     After  some 
cloudy  days  how  good  it  seems  to  have  the  sun  shine  again! 

Do  you  remember  the  verse  I  told  you  once  before?     Repeat,  "  I 
wonder  if  any  one  knows." 

Review  of  Bible  verses  already  learned. 

141 


142  HELPFULNESS  AND   HAPPLNESS 

Conversation  Period.  Do  you  remember  the  story  we  had  last 
week  about  the  Httle  girl  who  lighted  the  big  lighthouse  lamp  at 
just  the  right  time? 

None  of  you  have  anything  like  that  to  do,  but  you  do  have  a  good 
many  other  things  to  do.  "I  have  to  get  up  when  my  mother  calls 
me,"  "  I  have  to  get  ready  to  go  to  kindergarten  on  time  because 
when  we  go  in  late  it  disturbs  every  bod}-,"  "  I  have  to  go  to  my  lunch 
quickly  when  I'm  called,"  and  "  I  have  to  go  on  errands  for  my 
mother  when  she  asks  me  to,"  may  be  some  of  the  suggestions. 

And  wouldn't  it  be  a  help  to  all  the  people  in  your  home  if  you  did 
all  the  things  you  have  to  do  just  at  the  right  time  and  were  happy 
when  you  did  them.''  Is  it  always  easy  to  do  what  we  have  to  do? 
No,  indeed,  many  times  it  is  very  hard.  Who  will  help  us  when  it 
is  hard?  Yes,  the  Heavenly  Father  will  always  help  us  if  we  ask 
Him. 

I  know  something  else  that  is  very  hard  sometimes,  and  that  is  to 
wait  patiently.  Don't  you  think  it  is?  Sometimes  we  have  to  wait 
when  we  are  in  such  a  huiTv  —  and  if  we  can  be  happy  and  patient 
then  that  is  a  very  good  way  to  help. 

"  I  have  to  M"ait  somietimes  for  my  mother  to  get  my  baby  ready 
to  go  out,"  "  I  have  to  wait  till  my  father  comes  home  for  some  one 
to  read  to  m.e,"  "  I  have  to  wait  for  my  bread  and  butter  lunch  in  the 
morning  when  I  am  very  hungry,"  and  "  I  have  to  wait  for  my 
brother  to  get  through  playing  with  our  cart  sometimes,  for  we  have 
only  one,"  etc.  And  if  you  would  wait  patiently  each  time,  what  ? 
help  that  would  be. 

Rest  Exercise. 

Table  Period.  Drawing.  Suggest  drawing  pictures  of  lighthouses. 
Have  pictures  of  lighthouses  if  the  children  have  not  seen  one. 

Story  Time.     Repeat  story  told  last  Sunday. 

Dismissal.  Prayer.  Good-bye  song.  Giving  out  letters  for 
parents. 

Music. 


LESSON   XXIV 
LITTLE   CHILDREN   OF  JAPAN 

Aim :  To  interest  the  pupils  in  the  children  of  another  environment 
in  this  or  another  country  and  to  show  how  they  can  help  their  little 
friends  far  away. 

(Note.)  The  lesson  given  this  time  must  be  simply  suggestive 
and  it  probably  could  not  be  followed  in  detail  by  other  groups. 

Service  of  Worship 

Quiet  Music.     Instrumental  music. 

In  our  Beginners'  Department  a  Japanese  kindergartner  sang  a 
Japanese  song  to  the  children. 

Offering. 

Prayer. 

As  has  been  said  before,  a  child  in  our  Beginners'  group  suggested 
sending  part  of  the  money  to  a  Japanese  kindergarten  in  which  his 
mother  and  brothers  were  interested,  and  for  which  they  had  been 
saving  and  earning  money  at  home.  The  suggestion  was  followed 
up  and  we  all  became  interested  in  the  kindergarten.  Later  it  was 
possible  to  bring  a  Japanese  kindergartner  to  the  class  one  Sunday 
morning.  She  came  in  her  native  costume  and  sat  in  the  circle  with 
the  children.  In  most  groups  this  might  not  be  possible,  and  many 
times  the  children's  special  interest  would  not  chance  to  be  Japan. 
If  one  is  not  able  to  have  a  native  of  the  country  in  which  the  interest 
has  centered  talk  to  the  children  story  material  and  pictures  which 
will  be  suggestive  and  helpful  may  be  found. 

The  Little  People  Everywhere  Series,  by  Etta  B.  McDonald 
and  Julia  Dalryniple,  Little,  Brown  &  Co.,  contains  stories  of  chil- 
dren in  many  countries  which  may  be  adapted  for  use  in  the  Begin- 
ners' Department.     It  includes  "  Umi  in  Japan,"  "  Boris  in  Russia," 

143 


144  LITTLE  CHILDREN  OF  JAPAN 

"  Manuel  in  Mexico,"  "  Donald  in  Scotland,"  "  Chandra  in  India," 
and  others.  Suggestive  material  will  also  l^e  found  in  Everyland,  a 
magazine  published  monthly  by  Everyland,  150  Fifth  Avenue, 
New  York  City. 

Greeting.     Song  of  greeting. 

Hymn.     Let  the  children  choose  a  hjinn  which  they  want  to  sing. 
Prayer.     "  Father  of  all,  in  Heaven  above." 
Is  the  Heavenly  Father  we  pray  to  the  Father  of  those  children 
way  oif  in  Japan .''     Yes,  indeed,  He  loves  and  cares  for  those  little 
children,  too. 

Repeat  with  the  children: 

"  Every  day  the  shining  sun, 
Rising  in  the  east 
Brings  the  light  to  land  and  sea, 
Brings  the  light  to  you  and  me. 
Wakens  bird  and  beast. 

Every  night  the  shining  sun, 

Setting  in  the  west 
Takes  the  light  from  land  and  sea, 
Takes  the  light  from  you  and  me, 
Brings  the  time  for  rest." 
Does  the  same  sun  that  brings  the  light  to  you  and  me  bring  the 
light  to  the  children  in  Japan?    Yes,  and  when  the  sun  brings  us 
the  light  in  the  morning,  it  is  dark  and  bedtime  and  night  time  over 
in  Japan. 

Rest  Period.     Would  you  like  to  have  a  march  now  ?     And  then 

Miss  T— is  going  to  tell  us  about  her  country  way    over   ir 

Japan,  and  what  the  little  children  do  there. 
Have  a  short  march,  then  go  back  to  the  circle. 
Conversation  Period.  When  the  children  are  seated,  if  you  have 
not  been  fortunate  enough  to  secure  some  one  to  talk  to  the  children 
about  the  country  they  are  interested  in,  do  it  yourself  with  the  help 
of  pictures  and  objects  and  the  telling  of  incidents  about  children  in 
that  country. 


LITTLE  CHILDREN  OF  JAPAN  145 

In  the  class  where  the  Japanese  kindergartner  was  the  visitor  and 
story  teller,  Japanese  children  were  brought  very  close  to  the  American 

children.    Miss  T brought  pictures  of  her  kindergarten  children 

in  Japan,  a  doll  dressed  as  they  dress,  Japanese  shoes,  chopsticks,  a 
Japanese  umbrella,  a  flag  and  other  objects  of  common  use.  Her 
stories  of  the  kindergarten  in  Japan  showed  that  children  over  there 
and  children  in  America  have  many  experiences  in  common,     Miss 

T 's  songs  and  hymns  sung  in  Japanese,  but  with  familiar 

melodies,  were  very  interesting.  And  then  we  learned  to  make  a  low 
bow  and  say  good  morning  in  Japanese. 

Table  Period.  Mounting  eighth  picture  in  series,  "  A  Far-away 
Family." 

Story  Time.  Have  a  story  of  Japanese  children,  or  whatever  other 
children  you  have  chosen,  told  by  your  native  visitor  or  yourself. 

Our  Japanese  visitor  told  a  story  of  her  kindergarten  children  in 
Japan.     The  kindergarten  included  American  children,  which  created 

an  added  bond  between  the  Japanese  children  and  us.     Miss  T 

told  us  of  their  kindergarten  room,  their  playground,  the  games  they 
play,  and  sang  for  us  some  of  their  songs,  the  music  of  which  was 
fatniliar  to  us.  Pictures  of  Japanese  children  at  play  made  it  all  more 
real  to  us  and  several  of  the  incidents  told  made  us  realize  that  little 

Japanese  children  are  after  all  very  much  like  us.     Miss  T also 

told  us  how  much  the  Japanese  children  need  some  of  our  money  to 
buy  materials  for  their  kindergartens  and  how  much  just  a  small 
amount  of  money  will  help.  This  made  the  children  feel  more  than 
ever  responsible  for  bringing  money  each  Sunday  for  Alan's  Japanese 

kindergarten.     When  Miss  T came  to  visit  us  a  second  time 

she  told  a  Japanese  story,  "  Story  of  Momotaro  (Peach  Boy)."  (See 
illustration  facing  page  146.) 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  out. 


LESSON   XXV 

LITTLE   CHILDREN   OF  JAPAN 

Aim:  To  emphasize  again  the  interest  the  pupils  may  have  in 
other  children  farther  away,  and  to  show  how  the  interest  may  be 
practical  and  helpful. 

Service  of  Worship 
Quiet  Music. 
Offering.     Prayer. 

(Ask  the  children  where  the  money  brought  today  is  to  be  sent.) 
Greeting.     "  Good  morning,  good  morning." 
(We  also  remembered  to  say  good  morning  in  Japanese,  as  Miss 

T had  taught  us  the  week  before.) 

Hymn.     Let  the  children  choose  a  hymn. 
Prayer.     The  Lord's  Prayer. 
Repeat  all  together: 

"  Every  day  the  shining  sun, 
Rising  in  the  east. 
Brings  the  light  to  land  and  sea, 
Brings  the  light  to  you  and  me, 
Wakens  bird  and  beast. 

Every  night  the  shining  sun. 

Setting  in  the  west, 
Takes  the  light  from  land  and  sea, 
Takes  the  light  from  you  and  me. 
Brings  the  time  for  rest." 
Conversation  Period.     Do  you  remember  the  stories  we  heard 
last  Sunday  about  the  children  in  another  country  far  away?     One 
Sunday  Alan  told  us  about  some  children  in  Japan  that  he  and  his 

146 


LITTLE  CHILDREN  OF  JAPAN  147 

mother  knew  about,  and  last  Sunday  Miss  T told  us  about 

her  kindergarten  in  Japan.  What  did  she  tell  us  about  the  children 
in  Japan?  Do  they  live  in  houses  with  their  fathers  and  inothers? 
Yes,  and  every  day  they  work  and  play  and  go  to  kindergarten. 
Do  you  remember  the  chopsticks  they  use  instead  of  knives  and 
forks?  Yes,  and  they  have  rice  to  eat  just  as  we  do  over  here  in 
America.  Are  their  beds  like  ours?  No,  they  sleep  on  little  mat- 
tresses right  on  the  floor,  and  Miss  T says  they  sleep  just 

as  well  as  we  do  in  our  beds. 

We  know  just  how  little  Japanese  children  dress,  don't  we?  Be- 
cause we  saw  a  doll  dressed  just  as  little  Japanese  children  dress, 
with  a  kimono  and  sash.     Yes,  John,  we  did  think  those  little  shoes 

must  be  very  hard  to  keep  on.    But  Miss  T •  says  little  Japanese 

children  know  how  to  wear  them  and  don't  lose  them  off. 

What  can  we  do  to  help  those  children  who  are  our  little  friends, 
even  though  they  are  far  away? 

"  We  can  send  them  some  of  the  money  we  bring  on  Sundays," 
says  Helen.  Why  do  they  need  our  money,  Jean?  Yes,  the  teachers 
need  money  to  buy  more  things  for  their  kindergarten  —  perhaps 
some  blocks,  or  pictures,  or  books,  or  perhaps  to  buy  some  food  for 
their  kindergarten  lunches.  Let's  remember  to  bring  money  every 
Sunday.  Earn  some  extra  pennies  if  you  can,  and  save  them  to 
bring  on  Sunday. 

Rest  Period.     March. 

Table  Period.     Mount  pictures  for  children  in  a  hospital. 

Story  Period.     Repeat  story  told  last  week. 

Dismissal.  Good-bye  song.  Prayer:  "Heavenly  Father,  may 
we  remember  that  the  little  children  far  away  need  our  help  as  well 
as  the  children  at  home.  Help  us  to  be  kind  and  loving  this  week." 
Amen.     Giving  out  letters  for  parents. 

Music  for  marching  out. 


LESSON   XXVI 

REVIEW 

Aim:  To  deepen  the  impressions  of  the  past  weeks  by  repetition 
of  stories,  songs,  and  verses,  in  order  to  find  out  how  many  have 
been  remembered  and  which  have  made  the  strongest  appeal. 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.  Sing  a  special  greeting  to  newcomers  or  children  who 
have  been  absent. 

Hymn.     Let  one  child  choose  a  hymn. 

Prayer.     Lord's  Prayer  or  "  Father  of  All." 

Today  we  are  going  to  sing  the  songs  and  stories  we  have  been 
hearing  and  learning  these  last  weeks.  (Have  the  pianist  play,  one 
at  a  time,  the  hymns  and  songs  sung  during  this  quarter.  After  the 
music  of  each  one  has  been  played,  have  the  children  who  know 
which  song  story  the  music  is  telling  stand.  In  this  way  the  teacher 
may  find  out  whether  the  children  know  words  and  music.) 

For  instance,  have  the  music  of  "  Little  Lambs  so  White  and  Fair  " 
played.     Then  say:  "  All  of  the  children  who  know  which  hymn 

Miss  G played  stand  up.     Be  sure  you  know  before  you  stand 

up,  and  wait  until  I  ask  you  to  tell  me."  After  the  children  have 
been  questioned,  sing  the  hymn.  They  will  be  interested  in  listening 
to  the  music  of  several  hymns  and  guessing  before  singing  them. 

Rest  Period.  What  kind  of  a  rest  would  you  like  to  have  today? 
The  children  may  suggest  a  march,  or  ringing  church  bells.  Or  this 
may  be  a  good  time  to  dramatize  one  of  the  stories  that  have  been 
told.     See  page  20,  "  Playing  the  Stories." 

148 


REVIEW  149 

Conversation  Period.  Who  remembers  one  of  the  verses  we  have 
learned  this  winter?  Yes,  "  vSiiffer  Httle  children  "  is  one.  Can 
you  say  all  of  that  verse,  John?  Who  said  "  Suffer  little  children  to 
come  unto  me,"  and  what  does  it  mean? 

Let  the  children  repeat  the  different  verses  learned. 

Then  the  teacher  might  show  the  pictures  used  in  connection  with 
the  lesson  stories,  giving  individual  children  opportunity  to  retell 
some  of  the  stories. 

These  review  Sundays  have  seemed  to  us  to  be  very  worth  while. 
Last  year  in  one  group  when  these  lessons  were  reviewed  several 
children  wanted  to  retell  the  stories.  During  the  conversation 
period  they  told  again  some  of  the  stories  and  held  the  attention  of 
all  of  the  group,  so  well  were  the  stories  told. 

Table  Period.     Let  children  choose  what  they  would  like  to  do. 

Story  Time.  Let  the  teacher  tell  the  story  the  children  want  most 
to  hear  again. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  out. 


LESSON   XXVII 
SHARING 

Aim:  To  influence  the  children's  feeUng  and  thought  so  that 
they  may  learn  to  enjoy  sharing  the  good  things  they  have  with 
others. 

Service  of  Worship 

Quiet  Music.     "  The  Seeds  and  Flowers."     (Easter    hymn,   see 

page  46.) 

(The  music  of  this  hpnn  may  be  played  so  that  the  children  will 
become  familiar  with  it  before  the  words  are  taught.) 

Offering.     Prayer. 

What  are  we  bringing  our  money  for  these  Sundays?  (In  our 
group  the  answer  would  have  been  —  for  the  children  in  a  Japanese 
kindergarten,  to  buy  flowers  to  send  to  a  hospital,  and  to  buy  milk 
for  the  babies  in  our  nursery.  Once  a  little  girl  came  into  our  group 
with  her  penny,  having  no  idea  why  she  had  brought  it.  Yes,  she 
had  been  to  another  Sunday  school,  and  had  taken  money,  but 
had  no  idea  why  she  had  taken  it.) 

We  are  going  to  share  oiir  money  with  other  children  —  children 
far  away  and  children  near  by.  Won't  they  be  glad  when  they 
get  the  things  that  our  money  will  buy?  By  and  by,  we  are  going 
to  talk  about  some  of  the  other  things  we  can  share  with  our  friends. 

Hymn.     "  Guard  Thy  Children,"  or 
"  Little  Lambs,"  or 
"  All  Things  Bright  and  Beautiful,"  or 
"  Sing  a  Song  of  Gladness." 

Prayer.     "  Father  of  all,"  or 

Lord's  Prayer. 
We  have  said  many  times  that  our  Heavenly  Father  is  glad  to 
have  us  talk  to  him,  and  that  we  can  talk  to  him  at  any  time.     Do 

150 


SHARING  151 

you  suppose  we,  in  this  class,  could  make  a  prayer  of  our  own  that 
we  would  like  to  say  to  the  Heavenly  Father?  (Perhaps  again 
there  will  be  no  response  or  only  a  negative  one  when  the  question 
is  asked!  If  so,  drop  it  after  telling  the  children  to  think  all  through 
the  week  about  it  and  come  back  next  Sunday  to  tell  if  they  have 
something  they  would  like  to  say  to  Him.) 

Rest  Exercise.  March  or  dramatization  of  song  or  story  or 
rhythmic  exercise. 

Conversation  Period.  What  do  you  mean  when  you  say  you 
share  something?  Yes,  you  give  some  one  else  part.  We  have 
just  said  that  we  share  the  money  we  bring.  What  else  can  we 
share?  Yes,  our  toys  and  playthings,  our  playtime.  (In  our  group 
the  children  spoke  of  sharing  fathers  and  mothers  with  others.  One 
little  girl  said:  "I  let  my  mother  go,  but  my  sister  cries  and  wants 
to  keep  her  at  home."  A  talk  then  followed  on  the  pleasure  of  shar- 
ing blocks  and  dolls,  games  and  plays  and  that  it  is  when  you  don't 
think  that  you  keep  everything  for  yourself.)  Did  you  know  that 
you  can  share  your  hands  and  feet,  and  your  eyes  and  your  ears? 
What  can  you  do?  Yes,  by  running  to  do  errands  and  by  being 
helpful  whenever  you  can. 

What  do  we  call  people  who  never  want  to  share  with  any  one, 
who  want  to  keep  everybody  and  everything  all  to  themselves? 
Yes,  we  say  they  are  selfish.  Do  you  know  of  any  people  who  are 
selfish?  Are  you  ever  selfish?  (Thei^e  will  be  some  "  yeses  "  and 
some  "  noes.")  Is  it  hard  to  share?  Yes,  very  hard  sometimes. 
(Let  the  children  talk  freely  and  tell  them  to  think  all  the  week 
about  it.) 

In  our  group  after  the  children  had  been  carrying  out  a  plan  to 
give  pleasure  to  a  family  in  the  neighborhood  who  needed  help 
Elinor  said,  "  It  feels  good  to  share." 

Today  I  am  going  to  tell  you  a  new  story  about  som^e  one  who 
at  first  wouldn't  share.  But  no\v  shall  we  carry  our  chairs  over  to 
the  tables  and  get  ready  to  mount  some  pictures  for  the  children 
down  at Hospital  ? 


152  SHARING 

Table  Period.     Mounting  pictures  brought  by  the  children. 

Story  Time. 

A  Selfish  Giant  * 

Once  upon  a  time,  in  a  city  of  which  I've  heard,  there  was  a  beauti- 
ful garden.  Now  this  garden  was  the  only  one  in  the  city,  and  it 
belonged  to  a  selfish  giant.  He  was  so  big  and  so  strong  that,  as 
the  city  grew  more  and  more  crowded  with  people  he  had  been 
able  to  keep  a  garden  around  his  home,  while  all  the  other  people 
had  to  live  in  houses  so  close  together  that  there  was  no  place  for 
flowers  and  grass  and  trees.  So  the  children  had  only  the  streets 
to  play  in.  Now,  not  only  had  the  selfish  giant  kept  a  garden,  but 
he  had  built  a  high  wall  around  it,  so  that  no  one  could  even  see 
inside,  and  no  one  could  know  how  the  garden  really  looked. 

The  children  passed  the  high  wall  every  day  on  their  way  to  and 
from  school,  and  wondered  and  wondered  how  it  looked  inside,  until 
finally  one  day  some  one  discovered  a  place  in  the  wall  where  a  large 
stone  had  fallen  out.  One  daring  little  child  looked  through.  Oh, 
how  beautiful  it  was  inside!  By  pushing  hard  he  found  he  could 
get  through  the  hole  and  soon  all  the  children  followed.  The  garden 
was  bright  and  siuiny  and  there  were  grass  and  flowers  and  birds 
everywhere.  The  children  danced  and  played  and  sang.  But  they 
did  not  harm  anything.  When  it  was  time  to  go  home  one  by 
one  they  crept  through  the  hole  in  the  wall. 

Again  and  again  the}^  stopped  on  their  way  home  from  school  to 
play  in  the  garden.  And  what  a  good  time  they  had!  It  was  the 
thing  they  enjoyed  most  every  day.  But  one  day  when  they  were 
all  inside  playing  so  happily,  the  big  door  of  the  giant's  house  opened, 
and  out  walked  the  giant  himself.  He  had  been  away  on  a  journey 
when  the  children  first  went  into  his  garden,  but  now  he  was  home 
and  he  called  to  them  in  a  very  loud  voice  and  said,  "  Go  away 
from  here,  go  home!"  Then  he  said  to  himself,  "  This  garden 
belongs  to  me  and  not  to  those  children,"  and  this  was  perfectly 
true.  The  children  were  terribly  frightened,  and  they  rushed  pell 
mell  through  the  hole  in  the  wall  and  ran  home  as  fast  as  they  could 
♦Adapted  from  "The  Selfish  Giant  "  by  Oscar  Wilde. 


SHARING  153 

go.  But  the  giant  wouldn't  have  hurt  them,  oh,  no!  It  was  just 
that  he  was  very  selfish  and  thought  he  didn't  want  to  share  the 
garden  with  any  one. 

So  after  that  the  children  played  in  the  street  again.  And  the 
giant  kept  his  beautiful  garden  to  himself.  But  he  grew  so  selfish 
and  cross  that  all  the  people  who  lived  in  his  house,  his  servants, 
couldn't  stay  there  and  they  left  him  to  take  care  of  himself.  Pres- 
ently even  the  tradespeople  who  brought  his  food  left  it  outside 
the  gate  and  never  took  it  inside.  Winter  time  and  cold  weather 
came  and  brought  snow,  and  the  giant  stayed  most  of  the  time 
indoors.  Day  after  day  passed  without  his  seeing  any  one,  and  he 
was  very  lonely.  But  he  had  all  of  his  things  to  himself.  Then  a 
strange  thing  happened.  When  springtime  came  to  the  world 
outside,  it  didn't  come  to  the  giant's  garden!  The  sun  didn't  melt 
the  snow  in  there,  everything  stayed  frozen  and  hard  and  cold  for 
a  long  time. 

One  morning  when  he  was  lying  in  bed,  not  even  caring  to  get 
up,  it  was  so  cold  and  lonely,  the  selfish  giant  heard  a  very  sweet 
little  call  outside  his  window.  A  little  bird  had  flown  into  his  garden 
and  was  trying  to  find  some  seeds  to  eat  on  one  of  the  bushes.  The 
giant  got  up  quickly  and  watched  it  and  listened  and  soon  threw 
out  some  crumbs  and  helped  the  little  bird  get  his  breakfast.  Pres- 
ently more  birds  came  to  share  the  crumbs.  The  next  day  the 
birds  came  again;  and  again  the  giant  fed  them.  That  day  the 
sun  shone  very  brightly  and  a  dripping  sound  was  heard.  The 
snow  had  begxm  to  melt  and  it  grew  wanner  inside  the  high  stone 
wall. 

One  day  the  giant  walked  out  of  doors  and  he  saw  that  green 
grass  was  coming  through  the  snow,  and  buds  were  beginning  to 
grow  on  bushes  and  trees.  He  found  himself  enjoying  the  birds 
that  came  every  day  to  be  fed.  And  strangely  enough,  he  thought 
about  the  children  and  wondered  where  they  were.  All  through 
the  cold  winter  he  hadn't  given  them  a  thought. 

One  day  in  the  spring  when  they  were  going  home  from  school, 
the  children  stopped  at  the  hole  in  the  wall  and  peeked  to  see  how 


154  SHARING 

the  garden  looked.  Spring  was  coming  in  there  and  the  children 
thought  perhaps  the  giant  had  gone  away  again,  for  he  was  nowhere 
to  be  seen.  So  in  they  went  one  by  one.  They  danced  and  played 
and  sang  again  and  were  as  careful  of  everything  as  they  had  been 
before,  for  they  were  good  children.  Once  when  they  were  all  run- 
ning very  fast  a  little  child  fell  into  a  bush  that  had  sharp  thorns 
on  it.  He  not  only  scratched  himself  but  his  clothes  got  caught 
in  the  thorns  and  he  couldn't  get  away.  Just  then,  what  do  you 
suppose  happened?  The  door  of  the  giant's  house  opened  and 
out  he  walked.  He  had  been  in  his  house  all  of  the  time  watching 
the  children.  They  were  terribly  frightened  again,  and  ran  pell 
mell  toward  the  hole  in  the  wall.  But  when  they  turned  to  look 
back  there  was  the  giant  helping  the  little  boy  out  of  the  bush  as 
carefully  as  he  could,  for  he  was  a  big,  clumsy  giant.  Slowly  the 
children  all  crept  back  again.  Sure  enough  the  giaiat  was  going 
to  let  them  stay;  he  even  talked  with  them.  When  it  was  time 
for  them  to  go,  he  went  to  the  wall  and  took  out  another  stone  so 
they  could  get  out  more  quickly  and  easily.  You  see  he  was  begin- 
ning to  find  out  how  nice  it  was  to  share  his  garden  with  children. 

After  they  had  gone  the  garden  seemed  very  quiet  and  lonely, 
and  the  giant  began  to  think  of  the  homes  outside  in  the  city  and 
of  all  the  children  and  the  fathers  and  mothers  who  had  to  work 
every  day,  and  go  to  bed  and  walce  up  in  the  morning  without  seeing 
grass  and  trees  and  flowers. 

He  had  found  out  how  nice  it  was  to  share  his  garden  with  the 
children  and  quite  suddenly  he  said  to  himself,  "  I  will  share  my 
garden  with  all  the  people  in  the  city." 

So  what  do  you  suppose  he  did?  With  his  great  axe  he  broke 
down  that  high  stone  wall  and  carried  the  stones  away  and  built 
a  fence  that  people  could  see  through  when  they  walked  by  and 
gates  so  they  could  walk  into  the  garden.  Yes,  and  he  even  allowed 
them  to  pick  the  flowers  very  carefttlly.  And  ever>'  day  after  that 
there  were  happy  children  laughing  and  dancing  and  j^laying  there 
and  tired  fathers  and  mothers  could  sit  in  the  garden  and  watch 
the  children  at  play. 


SHARING  155 

Dismissal.     Good-bye  song. 

Prayer.  "  Deai-  Heavenly  Father,  help  us  to  be  kind  and  loving. 
May  we  want  to  share  with  our  friends  everywhere  the  good  things 
Thou  hast  given  to  us."     Amen. 

Giving  out  letters  for  parents. 

Quiet  Music  for  good-bye  time. 


LESSON   XXVIII 

SHARING 

Aim :  To  influence  the  children's  thought  and  feeling  so  that  they 
may  learn  to  enjoy  sharing  the  good  things  they  have  with  others. 

Service  of  Worship 

Quiet  Music.     "  The  Seeds  and  Flowers."     (See  page  40.) 

Offering. 

Prayer. 

Greeting. 

Hymn.     "  God's  Love."     (See  page  45.) 

Prayer.     Lord's  Prayer. 

Have  you  thought  this  week  about  making  a  prayer  of  our  own? 
Who  has  thought  of  something  he  would  like  to  say  in  our  prayer  ? 
(Perhaps  only  one  or  two  children  will  be  ready  to  tell  something. 
"  I  would  like  to  say  thank  you  for  the  warm  sunshine  "  said  John, 
"  and  for  the  green  grass,"  said  Helen.  Keep  the  suggestions  that 
are  made,  ask  the  children  to  think  about  it  another  week.) 

Conversation  Period.  Repeat  together,  "Everyday  the  shining 
sun." 

What  time  of  year  is  it  now?  Yes,  it  is  springtime.  What  kind 
of  sun  is  shining  now?  Yes,  we  are  having  warm  spring  sunshine. 
Would  you  like  to  sing  "  Let  the  Spring  Sunshine  In  "  ?  After 
singing,  repeat : 

"  God  sends  His  warm  spring  stm 
To  melt  the  ice  and  snow, 
To  swell  the  green  leaf  buds 
And  make  the  flowers  grow."  * 
*Prom  "Song  Echoes  from  Ch-Li  Land."     By  permission  of  Oliver  Ditson  Co. 

156 


SHARING  157 

Have  you  seen  any  signs  of  spring  out  of  doors?  Yes,  robins,  and 
the  bluebirds  are  coming  back.  Where  have  they  been?  And  there 
are  buds  on  the  trees,  and  grass  is  getting  greener  every  day.  Every 
time  you  go  out  to  play  this  week  watch  for  the  birds,  and  look  at 
all  growing  things.     Show  the  picture  "  Sharing." 

Who  remembers  what  we  talked  about  last  Sunday?  Yes,  we 
talked  about  sharing.  Has  any  one  thought  about  it  this  week  and 
remembered  to  share?  Let  one  child  at  a  time  tell  ^hen  he  has 
remembered  to  share.  Is  it  hard  to  share  your  things  sometimes 
when  you  very  much  want  them  yourself  ?  Can  we  ask  the  Heavenly 
Father  to  help  us  to  be  wilHng  to  share  when  it  is  easier  to  be  selfish? 

(In  one  group  it  was  suggested  that  in  our  class  prayer  we  could 
ask  God  to  help  us  to  be  wilHng  to  share.) 

Rest  Period.     Marching,  stopping  with  the  music. 
Story  Period.     Repeat  "  The  Selfish  Giant." 
Table  Period.     Mounting  ninth  picture  in  the  series,  "  Sharing." 
Dismissal.     Good-bye    song.     Prayer.     Giving    out    letters     for 
parents. 

Music  for  marching  out. 


LESSON   XXIX 

EASTER   LESSON 

Aim:  To  bring  a  part  of  the  meaning  of  Easter  to  the  children 
through  the  awakening  of  nature. 

(Plan  to  have  these  lessons  come  the  Sunday  before  and  on  Easter 
Sunday,  unless  the  Beginners'  Class  meets  with  the  rest  of  the  school 
on  Easter  Sunday,  in  which  case  the  second  lesson  may  be  omitted 
or  used  the  Svinday  after  Easter.) 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.     Song  of  greeting. 

Hymn.     "  All  Things  Bright  and  Beautiful,"  or 
"  Sing  a  Song  of  Gladness." 

Prayer.     "  Father  of  all." 

Conversation  Period.  Several  children  at  different  times  had 
suggested  sending  some  of  our  money  to  a  hospital,  and  so  on  the 
Sunday  before  Easter  we  asked  if  they  would  like  to  buy  a  plant  to 

send  to  the  children's  ward  in Hospital.     Flowers 

or  a  plant  might  be  sent  to  a  home  in  the  community  where  there 
is  illness. 

Would  you  like  to  learn  a  new  and  very  beautiful  Bible  verse? 
Repeat:  "  For,  lo,  the  winter  is  past,  the  rain  is  over  and  gone;  the 
flowers  appear  on  the  earth;  the  time  of  the  singing  of  birds  is  com.e." 
(Songs  of  Solomon  2:11). 

What  time  of  the  year  is  it  now?  Yes,  it  is  spring.  Have  you 
seen  anything  out  of  doors  that  tells  you  spring  is  coming?  Yes,  the 
grass  is  growing  green.  The  buds  on  the  trees  and  bushes  are  grow- 
ing into  leaves.  The  birds  have  come  again.  Where  have  they  been 
all  through  the  winter?  Yes,  far  away  in  the  South.  Has  any  one 
seen  any  birds  that  have  come  back?     "  I  saw  a  robin  "  and  "  I  saw 

168 


EASTER  LESSON  159 

a  bluebird."  Now  would  be  a  good  time  for  you  to  make  bird- 
houses  and  put  them  up  in  trees  or  on  poles  in  your  yard.  "  My 
brother  would  help  me  make  one,"  said  Henry.  Then  perhaps  a  lit- 
tle mother  bird  and  a  little  father  bird  would  go  to  live  in  it. 

What  makes  the  flowers  and  grass  grow  again?  And  why  do  the 
birds  come  back?  Yes,  the  warm  sunshine  and  rain  help  buds  and 
flowers  to  grow.  Who  sends  the  rain  and  sunshine?  And  the  birds 
always  seem  to  know  when  it  is  time  to  come  back  to  the  North 
again.  "  I  think  God  tells  them  when  to  come,"  one  of  the  children 
said,  and  we  all  agreed  that  he  does. 

Repeat:  "  God  sends  His  warm  spring  sun 

To  melt  the  ice  and  snow. 

To  swell  the  green  leaf  buds 

And  make  the  flowers  grow."* 

Do  you  know  what  day  is  coming  soon?  "  Easter  is  coming  and 
we  are  going  to  have  rabbits  and  chickens,  not  real  ones,  just  toy 
ones  to  play  with,"  perhaps  some  one  will  say.  "  I  saw  some  little 
chickens  that  had  just  come  out  of  their  shells  and  a  mother  hen." 
"  The  Easter  bunny  is  going  to  bring  us  eggs,  and  we  will  have  to 
hunt  for  them  for  they  will  be  hidden  in  the  house."  These 
suggestions  and  others  will  come  with  the  mention  of  Easter  if  the 
children  live  in  communities  where  some  of  the  shops  are  full  of 
Easter  eggs,  cards,  rabbits  and  chickens,  and  we  may  tell  the  chil- 
dren that  all  of  those  things  are  suggestions  to  make  others  happy. 

Then  ask  again.  What  is  Easter  time  ?     Yes,  it  is  a  wake-up  time. 

Last  fall,  so  long  ago,  the  flowers,  trees,  buds  and  grass  were  made 

ready  for  a  long  rest  time.     All  through  the  winter  they  slept.     They 

were  not  dead,  were  they?     The  trees  looked  very  brown  and  bare 

and  dead.     But  now  we  know  they  were  just  sleeping,  for  the  seeds, 

the  buds,  the  grass  are  growing  again.     The  Heavenly  Father  took 

care  of  them  all  through  the  winter,  and  now  is  sending  his  warm 

spring  sun  and  rain  to  make  them  grow.     Isn't  it  wonderful  out  of 

doors  when  all  of  the  things  that  have  been  sleeping  wake  up  ? 

*Prom  "Song  Echoes  from  Child  Land."  By  permission  of  Oliver  Ditson 
Company,  owners  of  the  copyright. 


160  EASTER   LESwSON 

Shall  we  stand  up  and  say  the  words  of  our  Easter  hymn  ? 
The  seeds  and  flowers  are  sleeping  sound 
'Til  Easter  time,  'til  Easter  time, 
And  then  they  rise  above  the  ground 
At  happy  Easter  time." 
Shall  we  try  to  sing  it?     But  let's  listen  to  the  music  first. 
Rest  Time.     Let  the  children  play  they  are  birds,  flying  back 
from  the  South.     (For  music,  see  page  9.) 

Table  Period.     Making  Easter  cards  for  parents.     (See  page  28.) 
Drawing  springtime  pictures. 

Story  Period.  If  possible,  before  telling  the  story,  show  the  chil- 
dren a  bulb.  Any  kind  of  a  bulb  will  do,  but  preferably  have  a  lily 
bulb.  First  see  if  they  know  what  it  is.  Also  have  a  picture  of  an 
Easter  lily,  or  other  flowers  that  grow  from  bulbs. 

An  Easter  Story 

Once  upon  a  time  in  a  florist's  shop  there  was  a  little  brown  lily 
bulb.  All  about  it  were  bright  and  beautiful  flowers.  There  were 
lilies,  daffodils,  tulips  and  roses  and  ever  so  many  other  flowers 
growing  straight  and  tall.  Some  were  in  the  florist's  window,  and 
some  were  on  shelves  in  the  shop,  but  the  little  brown  lily  bulb 
was  tucked  away  in  a  tray  with  the  other  bulbs.  It  couldn't  see  very 
well  and  no  one  seemed  even  to  notice  it  at  all,  and  it  was  very  un- 
happy. 

"  How  I  wish  I  could  be  beautiful  so  some  one  would  want  me!  " 
it  said  to  itself.  For,  you  see,  every  day  the  little  brown  lily  bulb 
saw  people  coming  into  the  shop  to  buy  flowers  to  send  to  their  friends. 

One  day  one  of  the  men  in  the  florist's  shop  came  over  to  the  tray 
where  the  lily  bulb  was,  and  looked  all  of  the  bulbs  over.  Presently 
he  took  out  the  unhappy  little  bulb.  It  was  very  much  excited  and 
wondered  where  it  was  going.  But  what  do  you  suppose  the  florist's 
man  did  with  it?  Why,  he  carried  it  into  the  greenhouse  near  the 
shop  and  put  it  way  down  in  a  flower  pot  in  some  soft  brown  earth, 
and  then  put  the  pot  in  a  dark  place  under  a  shelf  where  no  light 
could  get  in. 


EASTER  LESSON  161 

"Oh,"  said  the  little  brown  lily  bulb,"  why  couldn't  they  let  me 
stay  where  I  could  see  all  the  beautiful  flowers  that  are  making  other 
people  so  happy?  "  It  couldn't  tinderstand  at  all  why  it  was  tucked 
away  in  a  dark  place. 

Bye  and  bye  the  little  brown  lily  bulb  grew  drowsy  and  it  went  to 
sleep.  What  a  long,  long  sleep  it  had,  for  days  and  even  for  weeks  it 
rested. 

One  day  it  was  dreaming  about  the  beautiful  flowers  in  the  florist's 
shop,  when  suddenly  it  heard  the  voice  of  the  florist's  man,  and  felt 
itself  being  lifted  up  and  put  in  another  place,  but  still  it  was  down 
in  the  brown  earth  and  covered  up  so  tight. 

"  What  good  did  it  do  to  move  me?  "  said  the  little  brown  lily 
bulb.  "  I  don't  believe  I'm  ever  going  to  be  of  any  use  to  any  one. 
I  don't  see  what  I  was  made  for." 

But  the  new  place  was  different.  The  little  bulb  couldn't  tell 
why,  until  one  day  something  warm  came  down  through  the  brown 
earth  in  the  pot  and  said,  "  AVake  up,  Httle  brown  lily  bulb,  it's  time 
to  grow!  " 

"  I  don't  know  how  to  grow,"  replied  the  little  bulb.  "  We'll  help 
you,"  said  a  little  stream  of  water  that  came  trickling  down  through 
the  brown  earth,  "  Come." 

But  the  something  warm  said,  "  You  will  have  to  try  yourself." 

So  the  little  brown  lily  bulb  did  try.  It  pushed  and  pushed,  and 
presently  it's  brown  coat  burst  and  it  sent  little  roots  down  into  the 
earth,  and  soon  green  leaves  pushed  out  and  up  into  the  sunlight. 
The  little  brown  lily  bulb  didn't  know  it,  but  all  that  long  rest  time 
had  been  making  it  ready  to  grow. 

When  the  florist's  man  came  along  again  he  said:  "  What  a  sturdy 
little  plant  this  is.  I  must  give  it  plenty  of  light  and  water  and  per- 
haps it  will  bloom  by  Easter." 

The  Hly  plant  then  tried  harder  than  ever  to  grow,  and  one  day  it 
sent  out  from  its  straight  green  stalk  some  beautiful  white  buds,  and 
then  it  was  carried  back  to  the  shop. 

How  happy  it  was  to  be  back  there  again  with  all  the  beautiful 
flowers!     It  was  so  busy  growing  and  opening  its  white  blossoms  and 


162  EASTER  LESSON 

seeing  the  other  flowers  that  it  forgot  all  about  itself  until  one  day- 
some  children  came  dancing  into  the  florist's  shop.  They  said  tc 
the  florist,  "  We  have  some  money,  and  we  want  to  buy  a  lily  to  send 
to  some  children  who  are  sick  in  a  hospital,  to  make  them  glad  on 
Easter  day." 

Then  the  florist  looked,  and  the  children  looked,  and  they  couldn't 
find  a  more  beautiful  plant  than  our  little  brown  bulb,  grown  to  be 
a  green  plant  full  of  leaves  and  white  flowers. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON  XXX 
EAvSTER   LESSON 

Aim:  To  bring  a  part  of  the  meaning  of  Easter  to  the  children 
through  the  awakening  of  nature. 

Quiet  Music. 

Offering. 

Prayer. 

(Speak  of  the  flowers  that  were  bought  with  some  of  the  children's 

money  and  sent  to  .)     (If  possible,  give  some  concrete 

evidence  that  they  brought  pleasure.) 

Greeting.  Song  of  greeting.  "  Happy  Easter  to  You."  (Sing  to 
music  on  page  41.) 

Hymn.     "  The  Seeds  and  Flowers." 

Prayer. 

After  the  prayer  has  been  said,  ask  the  children  if  they  have 
thought  this  week  about  making  our  own  prayer.  (See  page  26.) 
What  are  some  of  the  things  that  make  us  glad  at  Easter  time?  "  I 
would  like  to  say  thank  you  for  the  flowers,"  "  I  would  like  to  say 
thank  you  for  the  rain  and  sunshine,"  and  "  I  would  like  to  say  thank 
you  for  the  birds  that  have  come  back,"  "  and  for  the  blue  sky,"  etc. 
In  one  group  one  time,  one  child  suggested  that  we  ask  God  to  make 
us  want  to  share  "  our  things  with  everybody."  The  prayer  on 
page  26  was  the  result  of  the  children's  suggestions.  Perhaps  only 
two  or  three  suggestions  will  be  given.  Use  these,  and  later  let  them 
make  another  prayer. 

Verse.  "  For,  lo,  the  winter  is  past,  the  rain  is  over  and  gone;  the 
flowers  appear  on  the  earth;  the  time  of  the  singing  of  birds  is  come." 
(Songs  of  Solomon,  2:  11.) 

Let  the  children  choose  other  hymns  to  sing, 

163 


164  EASTER   LESSON 

Conversation  Period.  If  this  lesson  is  being  given  on  Easter 
Sunday,  let  the  children  talk  about  Easter  experiences  at  home;  the 
flowers,  cards,  eggs,  etc.,  that  they  have  received  and  have  given. 
Help  them  to  see  that  these  gifts  are  given  to  them  because  of  some 
one's  love  and  thought  for  them,  and  that  their  gifts  to  other  people 
show  their  love. 

Then  ask  the  children  whether  they  have  seen  any  changes  out 
of  doors  this  week.  Are  the  leaves  beginning  to  grow  on  the  trees? 
Have  you  seen  any  flowers  coming  up  through  the  ground?  Have 
any  raiore  robins  or  bluebirds  come  this  week?  Has  any  one  thought 
about  feeding  the  birds  or  building  a  house  for  them  ? 

(If  possible,  bring  to  the  class  twigs  with  growing  buds,  cocoons, 
and  growing  bulbs.  It  is  possible  for  us  sometimes  to  have  cecropia 
or  other  cocoon  and  the  moth  to  show  the  children. 

Cecropia  cocoons  are  to  be  found  on  common  trees  in  the  fall  and 
may  be  kept  through  the  winter,  and  the  reward  of  seeing  the  moth 
emerge  in  the  spring  is  a  very  joyous  one.  If  one  cannot  bring  a 
moth  to  the  class,  a  cocoon  and  a  picture  of  a  moth  may  be  shown 
to  the  children. 

At  all  events  bring  to  the  children's  attention  as  many  of  the  grow- 
ing things  out  of  doors  as  possible,  and  without  making  too  many 
explanations,  or  at  least  more  than  the  children  ask  for,  let  them 
enjoy  the  wonder  and  the  beauty  of  the  springtime. 

A  little  child's  knowledge  of  God  and  love  for  Him  come  first 
through  his  home  experiences  and  the  love  of  father  and  mother. 
Next  God  is  revealed  to  a  little  child  through  nature.  A  different 
element  enters  into  this  relationship,  more  of  reverence  and  wonder. 
When  children  ask  questions  to  which  a  scientific  answer  is  possible, 
let  us  answer  from  a  scientific  standpoint  as  far  as  the  children  are 
able  to  comprehend.  But  the  scientific  answer  will  by  no  means 
rob  nature  of  its  wonder  or  of  its  beauty. 

Try  to  have  the  children  see  the  flowers  in  the  church  on  Easter 
Sunday.  Go  with  the  class  into  the  church  either  before  or  after  a 
service  when  there  are  no  people  there.  I  remember  one  experience 
of  taking  a  group  of  children  to  a  very  beautiful  Gothic  chapel 


EASTER  LESSON  165 

nearby  on  a  week  day  morning.  The  children  went  quietly  in  and 
walked  around  looking  at  everything,  the  beautiful  windows,  the 
chancel,  the  organ,  rows  of  pews,  and  asked  many  questions.  As  we 
started  to  come  out,  one  of  them  said,  "  When  you  go  to  church  you 
ought  to  sing  a  hymn."  So  they  all  went  into  the  pews  and  sang 
their  Easter  hymn.  Another  child  said  he  knew  a  hymn  that  grown- 
up people  sing,  and  while  we  listened  he  sang  "  Onward  Christian 
Soldiers,"  and  then  we  all  walked  quietly  out.  The  children  get 
something  from  going  into  an  empty  church  that  they  cannot  get 
when  they  go  to  a  church  service. 

Rest  Period.     Let  the  children  choose. 

Table  Period.  Finish  Easter  cards  for  parents,  or  mount  pictures 
of  a  church  (tenth  picture  in  the  series). 

Story  Time.     Repeat  last  Sunday's  story. 

"  We  made  — — happy  this  Easter  with  our  flowers,  too, 

didn't  we?  "  Yes,  indeed  we  did,  and  now  shall  we  take  our  Easter 
cards  home  to  surprise  our  fathers  and  mothers?  And  shall  we  try 
to  remember  all  this  week  when  we  go  out  of  doors  that  our  Heavenly 
Father  has  made  us  especially  happy  by  giving  us  a  wonderful 
springtime,  and  that  He  wants  us  to  make  otu-  friends  happy  in  every- 
thing we  say  and  do? 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON  XXXI 

GARDENS  AND  THEIR  NEED  OF  CARE 

Aim:  To  show  how  children  may  have  the  experience  of  helping 
to  care  for  plants  and  flowers,  and  so  may  helj)  God. 

Quiet  Music. 

Greeting.      vSong  of  greeting. 

Offering.     Prayer. 

Hymn.     "  Sing  a  Song  of  Gladness,  or 
"  The  Seeds  and  Flowers." 

Prayer.  Use  the  children's  prayer  if  they  have  made  one.  Here 
is  another  prayer  we  used  one  year  after  the  children  had  made 
suggestions. 

Heavenly  Father  we  thank  thee  for  wanner  weather  that  brings 
sunshine  and  rain,  Ijirds  and  flowers.  Even  we  little  children  can 
help  to  take  care  of  the  birds  and  the  flowers.  Help  us  to  remember 
all  this  summer  to  do  our  part."     Amen. 

Let  the  children  choose  one  or  two  hymns  to  sing. 

Conversation  Period.  Shall  we  say  "  For  lo,  the  winter  is  past, 
the  rain  is  over  and  gone,  the  flowers  appear  on  the  earth ;  the  time 
of  the  singing  of  birds  is  come."     (Songs  of  Solomon  2 :  11.) 

I  know  another  verse  that  says,  "  Truly  the  light  is  sweet,  and  a 
pleasant  thing  it  is  for  the  eyes  to  behold  the  sun."  (Ec.  11:7.)  and 
"  He  will  cause  to  come  down  for  you  the  rain."     (Joel  2:  23.) 

Who  sends  the  rain  and  the  sunshine?  Yes,  God  sends  the  rain 
and  the  simshine.     Do  you  think  we  need  both  ? 

"  The  sunshine  makes  me  feel  good,"  said  Helen.  "  And  it  makes 
the  flowers  grow,"  said  John. 

Why  do  we  need  the  rain  too?     "  The  rain  makes  the  flowers 

1G6 


GARDENS  AND   THEIR  NEED   OF  CARE  167 

and  grass  grow."  "  And  it  gives  us  water  to  drink."  Yes,  and  the 
birds  and  animals  need  water  to  drink,  too. 

Do  flowers  and  grass  need  any  care  besides  the  sunshine  and 
rain?  "  Yes,  you  have  to  get  the  weeds  out,"  says  Henry.  Yes, 
you  do.  Gardens  have  to  be  weeded,  or  flowers  cannot  grow 
well. 

Have  you  ever  seen  any  one  get  a  garden  ready  for  the  seeds  and 
plants  ? 

"  You  have  to  hoe  the  garden,"  "  and  rake  it  too." 

Can  any  one  show  us  how  you  hoe  a  garden?  Play  you  have  a 
hoe,  Helen. 

Yes,  that  is  the  way  to  hoe.  In  the  spring  the  earth  is  hard, 
and  it  has  to  be  broken  up  and  made  soft  before  seeds  can  be  planted, 
and  then  it  has  to  be  made  smooth. 

How  do  you  plant  the  seeds?  Yes,  you  make  little  holes  in  the 
ground  and  drop  the  seeds  in. 

"  We  go  to  the  country  in  the  summer  and  have  a  garden,"  said 
Marion.     "  We  plant  lettuce  and  radishes  and  corn  and  beans." 

"  And  we  have  a  flower  garden." 

"  We  djn't  go  to  the  country,  l:)Ut  my  mother  lets  me  have  a  window 
box  outside  our  window,  and  we  plant  seeds  in  it  and  I  water  them," 
and  "  I  help  my  father  water  our  garden  and  the  grass,"  said  John. 
"  Some  day  I  am  going  to  have  a  garden  of  m.y  own,"  said  Janet. 

Can  children  really  help  take  care  of  gardens,  and  help  the  plants 
to  grow?  Yes,  indeed  they  can.  Children  can  water  the  flowers 
when  they  are  thirsty.     Yes,  and  pull  the  weeds  out. 

Show  pictures  of  gardens,  or  of  children  watering  plants. 

Would  you  like  to  have  a  garden  right  here  in  this  room  ? 

Rest  Period.     Making  a  garden.     (See  page  22.) 

Story  Period.     The  Little  Pink  Rose. 

To  be  found  on  page  1  in  Stories  to  Tell  to  Children,  Sara 
Cone  Bryant.     Houghton,  Mifflin  Co. 

Table  Period.  Drawing.  Suggest  drawing  pictures  of  flowers 
or  gardens. 


168  GARDENS  AND   THEIR   NEED   OF   CARE 

We  have  sometimes  given  each  child  in  our  class  an  envelope 
containing  a  small  piece  of  sponge  and  some  flax  seeds.  When  the 
seeds  are  put  on  the  sponge  and  the  sponge  kept  well  soaked  in  a 
dish  of  water,  the  seeds  will  grow  quickly,  especially  if  they  are 
kept  in  a  sunny  window. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  to 
parents. 

Music  for  marching  out. 


LESSON  XXXII 

GARDENS  AND  THEIR  NEED  OF  CARE 

Aim :  To  show  how  children  may  have  the  experience  of  helping 
to  care  for  plants  and  flowers,  and  so  may  help  God. 

Quiet  Music. 

Greeting. 

Offering.     Prayer. 

"  Heavenly  Father  bless  our  offering. 
We  bring  it  all  for  Thy  children."     Amen. 

Hymn.     "  The  Seeds  and  Powers." 

Prayer.  Who  would  like  to  choose  another  hymn  to  sing?  "  I 
would  like  to  sing  '  Away  in  a  Manger  '."  "I  would  like  to  sing 
'  Guard  Thy  Children,'  "  or  "  I  would  like  to  sing  '  Little  Lambs,'  " 
may  be  some  of  the  quick  responses.  When  only  a  few  hymns  are 
learned  and  learned  well,  the  children  choose  them  again  and  again, 
and  enjoy  singing  them  because  they  are  known  so  well. 

Conversation  Period.  Who  remembers  one  of  the  verses  we  have 
learned  this  year?  "  I  remember  the  one  we  learned  first,"  Edward 
said,  months  after  we  had  learned  "Be  ye  kind  one  to  another." 
Another  child  remembered,  "  He  careth  for  you."  Another  "  Siiffer 
Httle  children,"  another  "  The  day  is  thine,  the  night  also  is  thine." 

These  verses  make  us  remember  that  the  Heavenly  Father  wants 
us  to  be  kind,  and  that  He  is  taking  care  of  us  all  the  time. 

Shall  we  say, 

"  Every  day  the  shining  sun, 
Rising  in  the  east, 
Brings  the  light  to  land  and  sea, 
Brings  the  light  to  you  and  me. 
Wakens  bird  and  beast. 
169 


170  GARDENS  AND  THEIR  NEED  OF  CARE 

Every  night  the  shining  sun, 

Setting  in  the  west, 
Takes  the  Hght  from  land  and  sea, 
Takes  the  Hght  from  }'ou  and  me. 
Brings  the  time  for  rest." 

Does  any  one  remember  our  new  springtime  verse? 

"  For,  lo,  the  winter  is  past,  the  rain  is  over  and  gone;  the  flowers 
appear  on  the  earth;  the  time  of  the  singing  of  birds  is  come." 

"  Truly  the  light  is  sweet,  and  a  pleasant  thing  it  is  for  the  eyes 
to  behold  the  sun.     He  will  cause  to  come  down  iov  you  the  rain." 

Have  the  rain  and  sun  helped  the  growing  things  out  of  doors 
this  week?  Did  any  of  }'OU  find  out  from  your  mothers  or  fathers 
whether  you  may  have  a  little  garden  and  ma}^  help  to  take  care 
of  it  ?  How  are  3^ou  going  to  take  care  of  your  gardens,  whether  they 
are  in  flower  pots  or  window  boxes  or  out  of  doors?  Let  the  chil- 
dren tell  again  about  carefully  planting,  watering,  and  weeding. 

I  know  another  way  we  can  help  to  take  care  of  God's  flowers, 
and  that  is  by  being  careful  when  we  pick  them  not  to  hurt  the 
plant,  but  to  take  the  stem  off  gently.  You  know,  sometimes  if 
you  just  pull  flowers  off  in  a  huny^  you  are  apt  to  pull  the  plants, 
roots  and  all,  right  out  of  the  ground,  and  many  times  they  can't 
be  put  back  so  they  will  grow  again.  Let's  try  to  be  very  careful 
all  summer  to  take  the  very  best  care  of  all  the  plants  and  flowers. 

There  are  places  where  wild  flowers  used  to  grow  in  the  woods, 
but  the  flowers  are  not  to  be  found  there  any  more  because  children, 
and  sometimes  grown  up  people  too,  have  pulled  them  up  by  the 
roots.     Let's  try  always  to  help  the  plants  to  grow. 

Rest  Period.  Would  you  like  to  have  a  garden  again  this  morn- 
ing? 

(After  the  flowers  [the  children]  have  grown,  let  other  children 
pretend  to  pick  them,  and  let  each  child  tell  what  kind  of  spring 
flower  he  is  picking.) 

Table  Period.  Mounting  eleventh  picture  in  the  series,  "  Spring- 
time." 


GARDENS  AND  THEIR  NEED  OF  CARE  171 

Story  Time.  Let  the  children  choose  which  one  of  the  last  three 
stories  that  have  been  told,  they  would  like  to  hear  this  morning. 

Dismissal.     Good-bye  song. 

Prayer.  "  Our  Heavenly  Father  we  thank  Thee  for  giving  us  a 
beautiful  springtime.  Help  us  always  to  remember  to  take  care 
of  the  flowers."     Amen. 

Giving  out  letters  for  parents. 

Music  for  marching  while  good-byes  are  said. 


LESSON  XXXIII 

BIRDS:  THEIR  NEED   OF   CARE 

Aim:  To  awaken  an  interest  in  and  sympathy  with  'bird  life  by 
starting  children  in  the  obser\'ation  and  the  care  of  birds. 

Service  of  Worship 

Quiet  Music.     "  Spring  Song."     Mendelssohn. 

In  our  group,  one  spring  morning,  our  pianist,  who  is  not  only 
an  expert,  but  who  appreciates  a  child's  point  of  view,  jjlayed  a  simple 
composition  that  suggested  springtime. 

When  the  children  were  asked  what  the  music  told  them,  they 
responded  in  these  ways: 

"It  is  summer  music."  "  It  tells  about  flowers."  "  It  tells 
aboiit  birds."  "  It  tells  about  sunshine."  E  said,  "  It  has  '  pep  '  in 
it,"  and  explained  that  "  pep  "  meant  "  life."  All  of  which  made  us 
feel  that  when  we  provide  suitable  music,  the  children  will  respond 
in  some  way.  Not  always  have  they  words  to  express  what  they 
feel,  nor  are  they  always  asked;  the  response  in  attitude  may  be 
enough.  A  few  phrases  of  beautiful  but  simjile  music  well  played 
wiU  certainly  have  an  uplifting  effect  on  little  children. 

Offering. 

Prayer. 

Greeting.  Song  of  greeting.  (Sing  a  special  greeting  to  children 
who  have  been  absent.) 

Hymn.     "  All  Things  Bright  and  Beautiful." 

Prayer. 

Verse.  "  For,  lo,  the  winter  is  past,  the  rain  is  over  and  gone; 
the  flowers  appear  on  the  earth;  the  time  of  the  singing  of  birds  is 
come." 

I  wonder  if  any  one  has  planted  some  seeds  ?  Are  they  beginning 
to  grow?     "  My  radishes  are  beginning  to  grow."     "  My  beans  are 

172 


BIRDS:   THEIR  NEED  OF  CARE  173 

growing."  "  The  corn  and  pumpkins  in  my  father's  garden  are 
growing."  "  I  pulled  some  weeds  out  of  miy  garden."  "  I  watered 
my  flower  seeds  in  the  window  box."  (These  or  similar  ones  may  be 
the  responses  if  the  parents  have  been  co-operating  and  helping  the 
children  to  have  gardens.) 

Do  you  remember  our  Thanksgiving  verse  last  fall  ? 
"  Oh  come,  dear  little  children,  come, 
Our  grateful  thanlcs  to  bring 
For  all  the  harvest  gathered  in 
Ere  winter  storms  begin." 

What  was  the  harvest?  Yes,  it  was  all  of  the  fruits,  and  vege- 
tables and  grains  that  were  gathered  in  and  were  ready  for  winter. 
We  said  thank  you  then  to  the  Heavenly  Father  because  he  had 
sent  rain  and  sunshine  to  make  them  grow  all  through  the  spring  and 
summer. 

And  now  it  is  springtime  and  planting  time  again. 

Has  any  one  seen  any  blossoms  on  the  trees  ?  "I  have  seen  apple 
blossoms  on  our  apple  tree,"  and  "  I  have  seen  cherry  blossoms." 
Be  sure  to  watch  the  trees  that  have  blossoms  and  see  what  happens 
when  the  blossoms  go. 

Has  any  one  seen  any  birds  this  week?  "  I  have  seen  robins 
and  "  I  have  seen  sparrows,"  "  I  saw  a  bluebird."  Yes,  the  birds 
are  coming  back  from  the  South.  Do  you  know  what  they  are 
doing  ?     Have  you  seen  any  birds  flying  around  in  the  trees  ? 

Yes,  they  are  looking  for  places  to  build  their  nests. 

(Show  pictures  of  common  birds.  Colored  pictures  may  be  pur- 
chased from  the  Perry  Picture  Company  at  two  cents  each.  Also 
show  pictures  of  the  birds  building  their  nests.  Suggested  picture, 
"  Orioles  Nest  Building,"  in  International  Beginners'  Series.  Have 
several  birds'  nests  for  the  children  to  examine  if  possible.) 

Why  do  the  birds  build  nests?  Yes,  nests  are  little  houses  for  the 
baby  birds.  Don't  you  think  they  are  wonderful?  How  do  you 
suppose  the  birds  make  them?  Yes,  they  use  twigs  and  leaves  and 
mud  and  straw,  and  use  their  bills  and  feet  to  weave  and  shape  the 
nests. 


174  BIRDS:   THEIR   NEED  UF  CARE 

Have  3^ou  heard  the  birds  sing  while  they  are  working?  Listen 
lo  them  and  see  how  sweetly  they  sing  and  talk  to  each  other  as  they 
work.  Each  little  father-bird  and  mother-bird  make  their  own  nest 
and,  oh,  how  busy  they  are  until  the  nest  is  finished. 

Can  children  help  the  birds  when  they  are  making  their  nests? 
How  can  you  help?  Yes,  you  can  throw  out  pieces  of  string  or 
worsted  or  cotton  for  them  to  use,  and  beside,  you  can  be  very  careful 
not  to  frighten  them  when  they  are  working.  Yes,  you  can  help  feed 
them,  too.  "  And  we  have  a  bird  house,  and  two  bluebirds  are 
building  a  nest  in  it,"  said  Donald. 

At  story  time  I  am  going  to  tell  you  another  way  that  a  little  boy 
took  care  of  a  bird. 

Rest  Period.  Music.  (See  page  9.)  Let  the  children  pretend 
they  are  birds  flying  about  the  room. 

Story  Time.  "  Out  of  the  Nest."  More  Mother  Stories,  by 
Lindsay.     (By  permission  of  the  author  and  Milton  Bradley  Co.) 

The  idea  in  telling  the  story  is  to  deepen  the  impression  made 
during  the  conversation  period,  and  the  children  ^vill  see  that  the 
devotion  of  the  little  father-bird  and  mother-bird  to  their  family  is 
not  unlike  the  care  and  devotion  the  children  themselves  receive. 

Out   of   the   Nest 

Once  upon  a  time  a  mother-bird  and  a  father-ljird  built  a  nest  in  a 
tree. 

It  was  made  of  straw,  and  leaves  and  all  sorts  of  wonderful  things, 
and  it  even  had  lace  trimmings  on  it. 

Soon  after  the  nest  was  finished,  the  mother-bird  put  tw^o  eggs  in 
it,  and  then  she  and  father-bird  thought  of  nothing  but  keeping  those 
eggs  sa/e  a^id  warm. 

Mother-bird  sat  upon  them  day  and  night;  and  even  when  father- 
bird  would  say,  "  You  really  must  fl}'  about  a  little  and  let  me  take 
care  of  the  eggs,"  she  did  not  like  to  leave  them. 

After  a  while  two  little  birds  came  out  of  the  shells  —  which  was 
just  what  she  had  been  hoping  for  all  the  long  time.  The  baby- 
bird^  were  both  so  weak  and  small  that  they  could  do  nothing  at  all 


BIRDS:  THEIR  NEED  OF  CARE  175 

for  themselves  but  open  their  mouths  very  wide  and  call  "  Peep, 
peep!  Mother  dear,  peep!  "  Mother-bird  and  father-bird  were  busy 
all  day  getting  them  something  to  eat. 

Bye  and  bye  they  began  to  grow;  and  then  they  had  soft  feather 
clothes  to  wear,  which  are  the  best  clothes  in  the  world  for  baby- 
birds. 

Mother-bird  said  to  them  one  day,  "  You  are  almost  ready  to 
fly,"  and  then  they  felt  very  large. 

That  same  day  mother-bird  and  father-bird  flew  away  together  to 
get  something  for  dinner;  and  while  they  were  gone  the  little  birds 
heard  a  very  queer  noise  which  seemed  to  come  from  a  pond  near 
their  tree.     This  is  the  way  it  sounded:  "  Kerchunlc!  Kerchunk!  " 

"  Oh!  What  can  it  be?  "  said  the  sister-bird.  "  I'll  peep  over  the 
side  of  the  nest  and  see,"  said  the  brother. 

But  when  he  put  his  head  out  he  could  see  nothing,  although  he 
heard  the  sound  very  plainly:  "  Kerchunk!  Kerchunk!  "  Then  he 
leaned  out  a  little  farther  and  a  little  farther,  till  his  head  was 
dizzy. 

"  Peep,  peep!  You'll  fall!"  cried  the  sister-bird;  and  sure  enough, 
she  had  scarcely  said  it  before  he  tumbled  out  of  the  nest,  down, 
down,  to  the  ground. 

He  was  not  hurt,  but  oh,  how  frightened  he  was!  "  Peep,  peep! 
mother  dear,  peep!  "  he  cried.  "  Peep!  "  cried  the  sister-bird  up  in 
the  nest;  but  the  mother  and  father  were  too  far  away  to  hear  their 
calls. 

The  brother-bird  hopped  about  on  the  ground  and  looked  around 
him.  He  was  near  the  pond  now,  and  the  sound  was  very  loud: 
"  Kerchunk!  Kerchunk!  Kerchunk!  "  "  Peep,  peep,  peep!  "  called 
the  birdie ;  and  in  a  moment  up  hopped  a  big  frog. 

This  was  an  old  school-teacher  frog,  and  he  had  been  teaching  all 
the  little  frogs  to  sing. 

He  hopped  right  up  to  the  brother-bird.  "Kerchunk!  Kerchunk!" 
said  he.  "  How  can  I  teach  my  frogs  to  sing  when  you  are  making 
such  a  noise?  " 

"  Peep,  peep!  I  want  my  mama,"  said  the  baby-bird. 


176  BIRDS:  THEIR  NEED   OF  CARE 

Then  the  big  frog  saw  how  young  the  birdie  was,  and  he  was  sorry 
for  him. 

"  Come  with  me,"  he  said,  "  and  I  will  teach  you  to  sing." 

But  the  baby-bird  only  cried  louder  than  ever  at  this,  and  a  mother- 
dove,  who  was  singing  her  babies  to  sleep  in  a  neighboring  tree,  flew 
down  to  see  what  could  be  the  matter. 

"  I  can't  begin  to  get  my  children  to  sleep  in  all  this  fuss,"  she  said 
to  the  frog;  but  when  she  saw  the  little  bird  she  was  just  as  sorry  as 
the  frog  had  been.  "  Poor,  dear  baby,"  she  cried,  "  I  will  fly  right 
off  and  find  your  mama  for  you."  So  she  told  her  children  to  be 
good  and  quiet,  and  then  away  she  flew. 

Before  long  she  met  the  father  and  mother  and  they  all  flew  back 
in  a  great  huny. 

Then  they  tried  to  get  the  baby-bird  into  the  nest  again. 

"  He's  entirely  too  young  to  be  out  of  the  nest,"  cried  his  mother, 
"  and  he  must  get  in  again  at  once." 

"  Spread  your  wings  and  fly  as  I  do,"  said  the  father-bird. 

So  the  baby-bird  spread  his  wings  and  tried  to  fly;  but  tr>'  as  he 
would  he  could  not  reach  the  nest  in  the  tree. 

"  Put  him  into  my  school  and  I  will  teach  him  to  swim,"  said  the 
frog;  "  that's  better  than  flying  and  a  great  deal  easier  to  learn,  I'm 
sure." 

This  was  so  kind  in  the  frog  that  the  mother-bird  thanked  him; 
but  she  said  that  she  had  to  be  very  careful  with  her  children,  and 
that  she  was  afraid  the  water  might  give  the  little  bird  a  cold. 

While  they  were  talking  they  heard  somebody  coming,  whistling 
the  jolliest  tune! 

"  Dear  me!  Dear  me!  "  cried  the  birds,  "  There  comes  a  boy!  " 

"  He's  apt  to  have  stones  in  his  pocket,"  said  the  frog. 

"  He  will  carr}^  my  darling  off  and  put  him  in  a  cage!  Oh,  fly!  fly!  " 
begged  the  mother-bird.  But  before  the  baby-bird  even  had  time 
to  say  "  peep!  "  the  boy  came  in  sight. 

Then  the  father-bird  flew  over  the  boy's  head  and  the  mother-bird 
down  in  front  of  him.  The  frog  croaked  and  the  dove  cooed,  but 
none  of  them  could  hide  the  little  bird  from  him. 


BIRDS:   THEIR   NEED   OF   CARE  177 

"  If  you  hurt  him  I'll  peck  your  eyes  out!  "  cried  the  poor  mother, 
who  hardly  knew  what  she  was  saying;  but  the  boy  picked  the  little 
bird  up  just  as  if  he  did  not  hear  her. 

"Oh!  what  shall  I  do!  "  cried  the  mother-bird. 

Then  the  boy  looked  at  her  and  at  the  baby-bird  and  up  in  the 
tree  where  the  nest  was. 

"  Coo,  coo,  coo!  I  think  I  know  what  he's  going  to  do,"  said  the 
dove. 

"  There's  no  telling,"  croaked  the  frog,  and  they  all  watched  and 
wondered  while  the  boy  put  the  bird  in  his  pocket  and  began  to  climb 
the  tree. 

He  swung  himself  from  branch  to  branch,  climbing  higher  all  the 
time,  until  at  last  he  reached  the  pretty  nest  where  the  sister-bird 
waited  for  her  mama  to  come  home. 

Mother-bird  and  father-bird  flew  to  the  top  of  the  tree  to  watch 
the  boy. 

"  Suppose  he  should  talce  her,  too,"  said  the  mother-bird.  But 
what  do  yoit  thinlc  he  did?  Yes  indeed!  lie  put  the  brother-bird 
back  in  the  nest,  as  well  as  the  mother-bird  could  have  done  it  herself. 

"  Thank  you!  Thank  you!  "  sang  the  mother  and  father,  as  the 
boy  scrambled  down  again. 

"  Peep,  peep!  Thanlc  you!  "  called  the  little  birds  from  the  nest. 

"  Coo,  coo!  I  knew,"  cried  the  dove. 

"  Kerchunk!  Kerchunk!  I  should  like  to  have  him  in  my  school," 
said  the  frog  as  he  hopped  away  to  the  pond. 

And  that  is  the  end  of  my  story. 

Table  Period.     Mounting  picture  of  birds,  twelfth  in  the  series. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  out. 


LESSON   XXXIV 

BIRDS:  THEIR  NEED  OF  CARE 

Aim :     To  awaken  an  interest  in  and  S}Tnpathy  for  bird  life  by 
starting  children  in  the  obser\^ation  and  the  care  of  birds. 

Service  of  Worship 
Quiet   Music. 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 
Hymn.     "  Guard  Thy  Children,"  or 

"  All  Things  Bright  and  Beautiful." 
Prayer.     Would  you  like  to  learn  another  verse  of  "  All  Things 
Bright  and  Beautiful  "?     These  are  the  words. 
"  Each  little  flower  that  opens, 
Each  little  bird  that  sings, 
He  made  their  glowing  colors, 
He  made  their  tiny  wings." 
What  does  "  glowing  "  mean?     Yes,  it  means  very  bright  and 
beautiful.     Who  made  their  glowing  colors  and  tiny  wings?     Yes, 
our  Heavenly  Father  made  the  birds  and  takes  care  of  them,  and 
He  wants  us  to  help  to  talce  care  of  them,  too. 

Shall  we  sing  this  new  verse?     Now  what  other  song  would  you 
like  to  sing  today? 

"  I  would  like  to  sing  "  The  Seeds  and  Flowers,"  said  Helen. 
"  And  could  we  have  a  garden  afterward?  "  asked  Margaret. 
If  the  children  want  to,  let  them  have  a  garden,  —  choose  some 
one  to  plant  the  seeds,  first  digging  imaginary  holes  in  the  circle. 
Have  each  child  who  is  to  be  a  seed  curl  himself  up  as  closely  as 
possible. 

Be  careful  not  to  crowd  your  seeds  too  closely  together,  Margaret, 
or  they  won't  have  a  chance  to  grow  well." 

178 


BIRDS:   THEIR   NEED   OF   CARE  179 

After  the  seeds  have  grown  into  plants  and  flowers,  let  two  or 
three  children  play  they  are  picking  the  flowers. 

"  What  are  you  going  to  do  with  the  flowers  you  picked,  John?  " 

"  I  am  going  to  keep  mine,"  said  John. 

"  What  are  you  going  to  do  with  yours,  Ruth?  " 

"  I  am  going  to  give  mine  to  my  sister,"  replied  Ruth. 

"  I  will  send  mine  to  Elsie  "  (a  child  who  has  been  absent.  There 
may  be  several  suggestions  similar  to  these). 

Has  any  one  thought  about  watching  for  the  birds  this  week? 
Ask  different  questions  to  find  whether  the  children  have  been 
observing  the  birds,  and  have  seen  them  getting  material  to  build 
their  nests.  Also  find  out  whether  they  know  the  names  of  any 
of  the  birds  they  have  seen.  Ask  whether  they  have  remembered 
to  feed  the  birds  and  have  put  threads  and  pieces  of  cotton  and 
wool  for  them  to  weave  into  their  nests. 

Do  you  suppose  you  could  sometime  learn  the  songs  of  some  birds  ? 
Perhaps  you  can  learn  to  tell  what  bird  it  is  just  from  hearing  it 
sing.  Next  time  you  hear  a  robin  sing  listen  very  carefully.  Father- 
bird  sings  a  great  deal  while  mother  is  sitting  on  the  eggs  in  the  nest. 
When  the  little  birds  come  out  of  the  eggs,  both  father  and  mother 
are  busy  all  day  feeding  the  little  birds. 

Do  you  know  what  they  feed  them?  Yes,  worms,  berries,  and 
seeds.  The  father  and  mother  take  very  good  care  of  the  little 
birds  so  that  they  will  grow,  and  until  their  wings  become  strong 
enough  for  them  to  fly  and  take  care  of  themselves.  There  are  so 
many  things  you  can  find  out  about  the  birds  if  you  watch  them 
closely,  and  sometimes  you  can  coax  them  to  come  near  you  if  you 
are  very  gentle  and  quiet  and  do  not  frighten  them. 

If  you  go  out  walking  in  the  woods  or  in  the  parks  with  your 
mothers  and  fathers,  perhaps  they  will  help  you  to  learn  aloout  the 
birds. 

The  Heavenly  Father's  birds  are  such  wonderful  little  creatures 
that  besides  taking  care  of  them  we  want  to  leana  all  we  can  about 
them. 

Rest  Period.     Let  the  cliildren  choose. 


180  BIRDS:   THEIR   NEED   OF   CARE 

Table  Period.  Mounting  bird  pictures  for  the  children  in  a. 
hospital.  Suggested  pictures  are  the  colored  bird  pictures  sold  by 
Perry  -Picture  Co.,  Maiden,  Mass.,  at  two  cents  each.  These 
pictures  may  be  purchased  by  using  some  of  the  money  brought 
each  Sunday,  or  bird  pictures  may  be  cut  from  magazines  and 
brought  by  the  children. 

Story  Time.  Repeat  the  story  told  a  week  ago,  "  Out  of  the 
Nest,"  Maud  Lindsay. 

Drawing.  Good-bye  song.  Prayer:  "  Heavenly  Father,  may  we 
this  week  remember  to  be  kind  and  gentle  to  the  birds,  and  do  our 
part  to  help  take  care  of  them."    Amen.    Give  out  letters  for  parents. 

Music  while  good-byes  are  said. 


LESSON   XXXV 

THE  GOOD  SHEPHERD 

Aim:  To  emphasize  again  the  care  needed  by  weaker  Hfe,  and 
to  develop  still  further  an  attitude  of  helpfulness  toward  weak  things, 
whether  younger  children,  birds,  or  animal  pets. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.     Song  of  greeting. 

Hymn.      "  Guard  Thy  Children." 

"  Little  Lambs  so  White  and  Fair." 

(Repeat  the  words  of  the  second  hymn  before  it  is  sung,  and  ask 
the  children  the  meaning  of  the  words  "  constant,"  "  tender,"  and 
"  obey.") 

Yes,  the  shepherd  watches  over  his  sheep  all  day  and  night,  all 
the  time,  because  he  knows  they  are  helpless  without  him.  And 
the  sheep  learn  to  obey  because  they  know  the  shepherd  is  taking 
care  of  them. 

Prayer.     The  Lord's  Prayer. 

Let  the  children  repeat  some  of  the  verses  learned  during  the 
year.  We  have  found  that  because  few  verses  are  learned  and 
well  learned  the  children  remember  even  those  learned  the  first 
of  the  year. 

Cohversation  Period.  Have  pictures  of  shepherds  and  sheep  to 
show  the  children. 

Large  pictures  may  be  found  in  the  "  International  Series  of 
Pictures  for  Beginners." 

181 


182  THE   GOOD   SHEPHERD 

A  good  colored  picture  showing  green  pastures,  shepherd,  and 
sheep  is  to  be  fotrnd  in  the  Ladies'  Home  Journal,  March,  1917. 

If  the  teacher  is  constantly  on  the  lookout  for  pictures,  she  will 
find  many  to  supplement  her  collection  for  use  with  Beginners. 

How  many  children  think  they  have  seen  sheep?  Stand  up  if 
you  think  you  really  have  seen  live  sheep.  Let  the  children  tell 
of  their  experiences  when  they  have  seen  sheep. 

Do  you  remember  the  story  we  had  last  fall  about  a  little  boy 
who  took  care  of  his  father's  sheep?  And  do  you  remember  the 
story  of  the  shepherds  who  went  to  find  the  little  bab}^  Jesus  ? 

When  Jesus  had  grown  to  be  a  man  He  went  about  doing  good, 
and  sometimes  He  used  to  tell  stories  to  His  friends.  Today  I  am 
going  to  tell  you  a  story  that  Jesus  told  so  long  ago  about  a  shepherd 
and  his  shee^D. 

"  Could  we  play  the  sheep  story?  "  some  one  may  ask. 

You  may  play  it,  but  wouldn't  you  rather  hear  the  new  story 
first,  and  then  next  week  try  to  play  it? 

Rest  Period.     March. 

Who  would  like  to  lead  the  march  today?  "  I  would,"  "  I  would," 
several  children  will  say. 

But  I  couldn't  choose  you,  William,  for  you  haven't  been  taking 
very  good  care  of  yourself  today,  and  I'm  afraid  you  wouldn't  know 
how  to  lead  the  other  children. 

Jack  is  all  ready.     I  think  he  would  be  a  good  leader. 

Be  sure  to  follow  the  child  ahead  of  you  so  you  won't  get  lost. 

Story  Time. 

The   Good   Shepherd 
(Lukel5:3-G.) 

Once  upon  a  time  there  was  a  shepherd  who  had  one  hundred 
sheep.  There  were  father  sheep  and  mother  sheep  and  little  lambs; 
Httle  lambs  with  feet  so  tender  that  they  had  to  be  carried  over  the 
rough  roads. 

The  shepherd  knew  the  name  of  each  one  of  his  sheep.     At  night 


THE   GOOD   SHEPHERD  183 

when  he  took  theni  back  to  the  sheepfold,  or  barn  where  they  slept, 
after  he  had  opened  the  little  door,  he  let  just  one  sheep  at  a  time 
go  inside.  As  they  went  in  he  counted  them  to  be  sure  that  not 
one  was  missing  and  that  they  were  all  right. 

If  any  of  the  sheep  or  a  lamb  had  scratched  or  cut  himself  the 
shepherd  put  oil  on  the  hurt  places  and  bound  them  up.  Then  he 
fastened  the  door  of  the  sheepfold  so  that  the  sheep  would  be  safe 
all  through  the  night. 

"  Sometimes  wild  animals  came  after  the  sheep,"  Teddy  con- 
tributed. 

Yes,  they  did,  and  then  the  shepherds  were  all  ready  to  drive  the 
wolves  away. 

In  the  morning  the  shepherd  opened  the  door  of  the  sheepfold 
and  he  led  the  sheep  out  again  to  green  pastures  and  to  streams 
of  water  where  they  could  drink. 

The  little  lambs  played  about  in  the  sunshine  and  then  lay  down 
to  rest  under  the  trees  with  the  sheep. 

When  it  was  time  to  start  on  again  the  shepherd  called  and  all 
the  sheep  followed  him. 

One  day,  when  the  shepherd  had  started  to  lead  his  sheep  back 
to  the  sheepfold  it  grew  very  dark  and  windy.  Presently  the  shep- 
herd felt  something  tugging  at  his  cloak.  When  he  looked  down 
he  saw  a  mother  sheep.  She  was  trying  to  tell  him  something,  he 
knew,  and  he  felt  sure  something  was  wrong.  So  he  counted  his 
sheep,  and  found  that  one  was  missing,  a  little  lamb.  There  were 
only  ninety- nine,  and  the  shepherd  said,  "  I  must  leave  my  sheep 
and  go  to  find  the  one  that  is  lost." 

"  Why  didn't  he  take  them  all  with  him?  "  Donald  asked. 
You  see,  he  knew  the  sheep  could  not  hurry  as  fast  as  he  could, 
and  so  he  started  back  alone  to  find  the  lost  lamb.  The  wind  was 
making  a  great  deal  of  noise  but  after  he  had  gone  a  long  way  the 
shepherd  heard  a  faint  little  "  ma-a-a,"  and  then  he  found  the  lamb 
caught  by  its  wool  in  some  thorny  bushes.  The  lamb  hadn't  fol- 
lowed the  shepherd's  call  and  so  it  had  gotten  lost.  But  the  shep- 
herd picked  the  lamb  up  and  carried  it  back  on  his  shoulder  to  the 


184  THE   GOOD   SHEPHERD 

place  where  the  rest  of  the  flock  was  waiting.  He  was  very  tender 
with  it,  even  though  it  liad  made  him  a  great  deal  of  trouble. 

When  they  finally  reached  the  sheepfold  the  shepherd  called  his 
friends  and  neighbors  and  said,  "  Rejoice  with  me,  for  I  have  found 
my  sheej)  that  was  lost." 

I  wonder  if  any  of  you  have  remembered  this  week  to  help  take 
care  of  the  birds?  Have  you  fed  them  or  put  water  out  for  them 
to  drink?  Who  has  helped  to  take  care  of  or  ])layed  with  a  little 
brother  or  sister?  Or  have  you  hel]:)ed  to  feed  and  take  care  of 
3'our  pet  kitten? 

Table  Period.  Drawing  or  mounting  picture  of  "  The  Good 
Shepherd,"  by  Plockhorst.     Cosmos  Picture  Co. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON  XXXVI 

THE   GOOD   SHEPHERD 

Aim:  To  retell  the  story  of  the  good  shepherd,  emphasizing  again 
the  care  needed  by  weaker  life,  and  to  help  the  children  to  feel  their 
responsibility  to  protect  younger  children,  pets,  birds,  and  flowers. 

Service  of  Worship 
Quiet  Music. 
Offering. 
Prayer. 
Where  are  we  going  to  send  the  money?     (The  answer  in  one 

group  would  have  been:  "  To  buy  milk  for  the  babies  at — 

nursery."     And  so  we  are  really  helping  to  take  care  of  those  babies, 
aren't  we?) 

Greeting.     Song  of  greeting. 

Hymn.  Let  the  children  choose  two  hymns.  (When  asked  to 
choose  the  hymn,  our  children  go  back  again  and  again  to  "  Away  in 
a  Manger.") 

Which  prayer  would  you  like  to  say  today  ? 
Prayer,     Repeat  the  prayer  the  children  choose. 
Shall  we  all  say : 

"  Every  day  the  shining  sun, 
Rising  in  the  east. 
Brings  the  light  to  land  and  sea. 
Brings  the  light  to  yoti  and  me. 
Wakens  bird  and  beast. 

Every  night  the  shining  sun, 

Setting  in  the  west, 
Takes  the  light  from  land  and  sea, 
Takes  the  light  from  you  and  me, 

Brings  the  time  for  rest." 
185 


186  THE   GOOD  SHEPHERD 

Those  verses  help  us  to  remember  that  the  Heavenly  Father  is 
always  taking  care  of  us.  He  gives  us  a  daytime  and  a  nighttime. 
Do  you  remember  the  other  verse  about  the  day  and  night?  Yes, 
"  The  day  is  thine,  the  night  also  is  thine." 

Conversation  Period.  Have  the  pictures  of  th6  shepherds  and 
sheep  on  the  screen  again.  Shall  we  sing  "  Little  Lambs  so  White 
and  Fair  "  ?  If  last  week  the  children  decided  to  play  shepherd  and 
sheep,  today  some  one  probably  will  remember  it.  Then  ask  how 
they  are  going  to  play  the  story.  Yes,  you  will  have  to  have  a  shep- 
herd. I  think  John  would  be  a  good  shepherd.  And  shall  we  let 
him  choose  a  few  sheep?  "  He  couldn't  have  a  hundred  sheep," 
said  Helen.  No,  I  think  five  or  six  would  be  enough.  "  We  ought 
to  have  a  sheepfold."  How  could  you  make  a  sheepfold?  "  We 
could  use  chairs  and  have  a  little  place  for  the  door,"  said  Donald. 
Well,  Donald,  you  find  some  one  to  help  you  make  the  sheepfold 
and  put  it  on  one  side  of  the  room.  "  Then  we  can  have  the  pasture 
on  the  other  side."  "  I  will  be  a  tree  in  the  pasture."  "  And  so  will 
I,"  and  so  on. 

Do  not  take  too  much  time  in  planning,  but  plan  enough  so  the 
children  will  have  some  idea  of  what  they  are  going  to  do,  and  then 
let  them  go  ahead  and  play  the  story  their  own  way. 

When  the  play  is  finished  let  the  children  comment  on  it,  and  make 
some  constructive  suggestions  yourself  if  suggestions  are  needed, 
always  bringing  out  the  attittide  of  the  shepherd  toward  one  that 
needed  help. 

Table  Period.  Motmting  pictures  to  send  to  the  hospital.  Draw- 
ing. 

Story  Time.  Repeat  story  of  the  good  shepherd.  Our  children 
asked  to  hear  again  the  story  of  the  little  boy  who  took  care  of  his 
father's  sheep,  which  was  told  last  fall.  After  the  story  has  been 
told  again  ask  the  children  whether  they  have  remembered  during  the 
past  week  to  help  take  care  of  the  children,  birds  and  flowers.  Let 
them  tell  what  they  have  done. 

"  I  played  blocks  with  my  little  brother,"  or  "  I  remembered  to 


THE   GOOD   SHEPHERD  187 

feed  the  birds,"  or  "  I  helped  water  my  mother's  flowers,"  or  "  I 
didn't  tease  our  kitten,  and  my  sister  did." 

Try  again  this  week  to  remember  that  little  children  can  help  so 
many  times  if  they  just  think.  Let's  think  again  this  week  of  "  Be 
ye  kind  one  to  another." 

Dismissal.     Good-bye  song.    Prayer.    Give  out  letters  for  parents. 

Music  while  good-byes  are  said. 


LESSON   XXXVII 

LEARNING  TO  TELL  THE  TRUTH 

Aim:  To  help  the  children  to  discriminate  between  fact  and  fancy, 
and  to  act  and  tell  the  truth. 

While  realizing  that  this  period  of  childhood  is  one  in  which  the 
imagination  is  most  active,  and  that  it  is  often  difficult  for  children 
to  distinguish  between  fact  and  fancy,  to  encourage  the  impulse  to 
think,  speak  and  act  the  tinth. 

This  subject  is  a  difficult  one  to  handle  with  five-year-olds.  Truth 
and  fiction  are  confused  in  their  minds  much  of  the  time,  because  of 
the  fact  that  they  live  in  a  world  of  fancy  and  play,  and  also  because 
of  their  limited  experience.  It  takes  infinite  and  prolonged  patience 
to  deal  with  children's  falsehoods,  and  it  is  much  more  difficult  when 
dealing  with  some  children  than  with  others.  The  problem  is  simple 
with  children  who  are  less  imaginative  and  more  phlegmatic,  but 
complicated  with  those  who  are  sensitive,  high-strung  and  very  im- 
aginative. 

But  we  know  that  children  of  five  years  of  age  should  begin  to 
distinguish  between  truth  and  falsehood,  and  to  be  truthful  in  their 
relations  with  persons. 

Here  again  children  reflect  the  home  influences,  in  that  if  parents 
and  others  in  the  home  are  truthful  and  open  in  dealing  with  them, 
they  will  more  naturally  respond  in  the  same  way.  On  the  other 
hand,  if  children  see  little  practices  of  deceit  going  on  among  people 
about  them,  their  reaction  will  naturally  be  to  respond  in  the  same 
way. 

Ideally  the  time  to  have  this  lesson  would  be  when  a  concrete  situation 
where  telling  the  truth  was  involved  had  come  up,  either  in  the  group  or 
when  a  member  of  the  group  had  brought  such  an  experience  to  the 
others.  There  is  always  a  danger  that  lessons  given  apart  and  not 
in  connection  with  specific  life  experiences  of  the  children  may  be 

188 


LEARNING  TO   TELL  THE   TRUTH  189 

artificial,  but  this  is  especially  true  in  connection  with  learning  to 
tell  the  truth.  And  we  must  guard  as  always  against  its  being  a 
mere  abstraction  to  the  children.  We  want  our  children  to  begin 
to  learn  the  social  effect  of  a  lie.  "  Just  as  the  larger  muscles  must 
be  exercised  before  the  smaller,  so  must  the  larger  and  less  analytic 
forms  of  a  virtue."  If  "  truth  "  is  too  large  a  conception  for  a  little 
child,  he  can  nevertheless  learn  to  become  trustworthy  in  typical 
relations,  and  will  respond  to  an  appeal  to  keep  his  promises.  He  can 
also  begin  to  learn  to  take  the  results  of  his  own  wrongdoing  coura- 
geously and  not  cover  it  up  with  deceit  and  falsehood. 

References  which  deal  with  so-called  "  children's  lies  "  are: 
Studies    of    Childhood.      Sully,     pp.    251-260.     The    Child. 
Tanner,  chapter  VII.     Education  in  Religion  and  Morals.     Coe, 
pp.  56-57. 

Service  of  Worship 

Quiet  Music. 

Offering. 

Prayer. 

Greeting.     Song  of  greeting. 

Hymn.     Let  some  one  choose  a  hymn. 

Prayer.     "  Father  of  all." 

Church  bell  music.     (See  page  9.) 

(Let  all  the  children  pull  imaginary  bell  ropes  or  let  one  child 
ring  the  bell  and  the  others  play  go  to  church.  Whenever  this  play 
is  used  it  is  well  to  speak  of  going  to  church,  Sunday  School  or  school 
on  time,  and  of  why  we  should  be  on  time.  Bring  out  the  idea  that 
we  disturb  others  when  we  go  in  late,  and  also  that  we  miss  a  great 
deal  ourselves.) 

Let  the  children  choose  two  or  three  other  hymns  to  sing. 

Conversation  Period.  How  many  children  have  thought  this 
last  week  about  trying  to  take  care  of  some  one  ? 

One  time  these  were  the  replies  in  our  group:  "  When  my  father 
came  home  and  his  shoes  were  wet,  I  went  and  got  his  slippers  for 
him."     Then  we  asked  Elinor  if  she  couldn't  do  it  every  night. 


190  LEARNING  TO  TELL  THE   TRUTH 

"  But,"  she  said,  "  almost  always  I  am  in  bed  when  my  father  comes 
home."  When  we  asked  if  she  could  get  the  slippers,  anyway,  she 
said  she  hadn't  thought  about  that. 

Another  child  said  he  had  helped  to  take  care  of  the  bird  in  kinder- 
garten, by  getting  its  bath  ready  and  giving  it  part  of  his  apple. 

Other  children  had  helped  their  mothers  when  they  perhaps  were 
tired. 

If  we  are  watching  and  thinking  every  day  there  arc  so  many  ways 
we  can  help  to  take  care  of  our  fathers  and  mothers. 

If  we  do  not  tease  them  for  things,  and  to  do  things,  when  they 
think  it  is  not  best  for  us  to  have  them  and  do  them,  and  then,  too,  if 
we  do  quickly  the  things  our  fathers  and  mothers  ask  us  to  do,  we 
really  help  them. 

Would  you  like  to  hear  a  new  story  ? 

If  necessary,  have  a  short  rest  period  here. 

Once  upon  a  time  there  was  a  little  girl  who  was  very  well  and 
strong.  She  ran  and  played  from  morning  till  night.  Her  little 
hands  and  feet  looked  so  strong  that  you  would  have  thought  she 
could  do  a  great  many  things  and  do  them  well.  But,  sad  to  say,  she 
was  very  careless  and  a  great  many  times  she  didn't  think. 

As  long  as  the  sun  was  shining  and  she  could  play  all  she  liked,  she 
was  happy,  but  when  her  mother  called  and  said",  "  Little  girl,  will 
you  please  come  and  stay  with  the  baby  a  minute?  "  she  would  say, 
"  Oh,  yes,  I  will,"  but  she  would  go  right  on  with  her  play.  So  some- 
times the  baby  was  left  all  alone,  and  once  he  fell  out  of  his  crib  and 
hurt  himself. 

Or  when  her  mother  asked  her  to  come  straight  home  from  school 
she  would  say,  "  Oh,  yes,  I  will,"  but  would  forget  all  about  it,  and 
play  by  the  way,  and  not  get  home  till  her  mother  was  very  worried, 
and  all  because  she  didn't  think  to  do  as  she  said  she  would. 

When  she  went  to  play  with  the  other  children,  she  did  the  same 
things,  and  they  used  to  say,  "  Oh,  we  can't  trust  Marjorie,  for  she 
doesn't  do  what  she  promises  to,"  and  so  they  used  to  run  off  and 
leave  her. 

Of  course,  she  missed  a  great  many  good  times  because  people  at 


LEARNING  TO  TELL  THE  TRUTH  191 

her  house  didn't  wait  for  a  little  girl  who  said,  "Oh,  yes!  I'm  coming," 
and  then  didn't  come,  and  of  course  she  made  other  people  unhappy 
by  not  doing  what  she  said  she  would. 

Late  one  afternoon  a  dreadful  thing  happened.  Marjorie's  mother 
called  to  her  and  said,  "  Your  toys  were  scattered  all  around  the  porch 
and  the  yard;  have  you  picked  them  up  yet?  "  Oh,  yes,  I  have," 
said  Marjorie,  and  then  she  went  right  on  with  her  play. 

Presently  her  mother  came  down  all  ready  to  go  for  a  drive,  and 
just  then  her  father  drove  up  to  the  door. 

"  Oh,"  said  Marjorie's  mother,  "  you  said  your  playthings  were 
picked  up,  and  I  thought  you  were  all  ready  to  go  for  a  picnic  supper. 
It  wasn't  true,  was  it?  " 

"  Please  let  me  go,"  begged  Marjorie.  "  Oh,  no,"  said  her  mother. 
"  It  would  take  too  long  for  you  to  pick  them  up.  I'm  sorry,  but  we 
shall  have  to  go  without  you,  because  we  must  get  back  in  time  for 
the  baby's  bedtime."  "  Why  didn't  you  tell  me  we  were  going  for  a 
drive?  "  Marjorie  asked.  "  That  was  to  be  a  surprise,"  her  mother 
replied. 

Poor  Marjorie!  She  knew  coaxing  would  do  no  good,  but  how  she 
did  love  picnic  suppers  in  the  woods!  She  liked  them  better  than 
anything  she  could  think  of. 

After  her  mother  and  father  had  driven  away,  Marjorie  lay  down 
under  a  tree  and  cried  a  little. 

While  she  was  lying  there  a  very  strange  thing  happened.  A  little 
old  woman  appeared  right  in  front  of  her.  The  old  woman  was  very 
tiny,  not  as  big  as  Marjorie,  and  she  was  all  bent  over;  her  clothes 
didn't  look  very  well  mended  and  they  weren't  very  clean,  either. 

Quickly  she  said  to  Marjorie,  "  Come  along  with  me  and  see  where 
I  hve."  Now  Marjorie  knew  she  shouldn't  go,  but  she  wanted  to  go 
somewhere,  so  she  slowly  got  up  and  followed  the  little  old  woman. 

The  little  old  bent  woman  led  her  along  a  queer  little  crooked  path 
that  Marjorie  had  never  seen  before.  It  wasn't  always  very  com- 
fortable to  walk,  for  sometimes  the  branches  and  vines  grew  across 
the  path,  and  you  had  to  bend  over  to  walk  under  them,  and  there 
were  stones  and  roots  in  the  way  that  you  stumbled  over,  too. 


192  LEARNING   TO  TELL  THE   TRUTH 

Presently  they  canie  to  the  httle  old  woman's  house,  and  what  a 
strange-looking  place  it  was.  The  house  was  crooked  and  tumble- 
down, and  so  were  the  windows  and  doors.  The  garden  was  all 
strewn  with  things.  How  disorderly  it  looked!  And  around  the 
garden  was  a  crooked,  tumble-down  fence.  The  old  woman  opened 
the  crooked  gate  and  invited  Marjorie  in. 

Then  JMarjorie  noticed  for  the  first  time  how  crooked  the  old 
woman's  eyes  were.  She  couldn't  look  straight  at  you,  and  she 
didn't  want  to  for  fear  you  woiild  see  the  crooked  thoughts  inside. 
"  Once  I  was  a  little  girl  like  you,"  said  she.  "  I  didn't  do  as  I 
promised,  and  I  didn't  always  tell  what  was  true.  Come  and  live 
with  me  and  some  day  you  will  be  just  like  me."  "  Oh,  no!  "  cried 
Marjorie,  "  I  don't  want  to  live  here,  I  want  to  go  home."  Just 
then  she  heard  some  one  calling  her,  and  slowly  opened  her  eyes,  and 
there  were  the  yard  and  the  porch  all  strewn  with  her  toys,  and  the 
maid  was  calling  her  to  get  ready  for  supper. 

Marjorie  jumped  up  —  somehow  all  those  things  made  her  think 
of  the  old  woman's  untidy  garden  —  so  she  hurried  to  pick  everything 
up,  and  soon  was  ready  for  supper. 

When  her  mother  and  father  came  home  she  was  sitting  on  the 
steps,  waiting.  Ard  although  for  a  long  time  she  didn't  tell  them 
about  the  queer  little  old  woman,  thinking  of  her  helped  Marjorie 
to  tell  what  was  true  and  keep  her  promises. 

Ask  the  children  if  they  ever  have  heard  of  a  child  like  Marjorie. 
Let  them  talk  for  a  minute  or  two  about  the  story. 

It  is  a  very  good  thing  for  children  to  keep  their  promises  and  to  tell 
what  is  true.     Shall  we  try  all  this  week  to  remember? 

Table  Period.     Drawing. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  for  marching  out. 


LESSON   XXXVIII 

LEARNING  TO  TELL  THE  TRUTH 

Aim :  To  help  the  children  to  be  truthful  in  their  relations  with 
persons,  to  keep  their  promises,  and  to  meet  the  consequences 
of  wrongdoing  truthfully. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer.  Whenever  the  children  are  inattentive  during  the  sing- 
ing of  the  hymns  and  repeating  the  prayer,  take  time  afterward-  to 
talk  about  it.  Ask  why  we  should  close  our  eyes  in  prayer  and 
just  think  about  the  words  we  are  saying. 

What  shall  we  sing  today?  Shall  we  have  that  "  whispering 
game  "  again? 

Let  several  children  whisper  to  the  pianist  the  names  of  the  hymns 
they  would  like  to  sing.  As  the  music  of  each  hymn  is  played,  all 
of  the  children  who  know  which  story  the  music  is  telling  may  stand. 

Conversation  Period.  Who  remembers  what  we  talked  about 
last  Sunday?     Does  any  one  remember  the  story? 

Yes,  it  was  about  a  little  girl  who  didn't  think,  and  didn't  keep 
her  promises,  and  wasn't  truthful. 

Have  you  this  week  thought  about  keeping  your  promises  and 
doing  the  things  you  said  you  would? 

Let  the  children  tell  about  their  experiences  during  the  week. 
Help  them  to  see  the  effect  on  other  people  when  they  have  been 
truthful  and  when  they  have  been  untruthful. 

193 


194  LEARNING   TO   TELL   THE   TRUTH 

Then  ask  them  whether  it  is  hard  to  keej)  your  promises. 

"  I  told  my  mother  that  I  would  be  quiet  while  she  and  the  baby 
had  their  naps,  and  I  was,  and  she  read  me  a  story  afterwards," 
said  Helen. 

"  I  broke  my  sister's  doll  when  she  was  away,  and  I  told  her 
I  broke  it  when  she  came  back,  and  she  felt  A^ery  badly  because 
it  was  broken." 

When  it  is  hard  to  keep  our  promises  and  hard  to  tell  the  truth, 
we  can  ask  God  to  help  us,  can't  we  ? 

When  can  we  ask  Him  to  help  us?  Yes,  any  time,  and  He  will  al- 
ways hear  us  and  help  iis. 

Rest  Period.     Mounting  pictures  or  drawing. 

Dismissal.  Good-bye  song.  Prayer:  "Heavenly  Father,  help  us 
this  week  to  remember  to  be  truthful  and  to  keep  our  promises." 
Amen.     Giving  out  letters  for  parents. 

Music  for  marching  out. 


LESSON  XXXIX 

REVIEW  LESSON 

Aim:  To  recall  the  conversations  of  the  past  Sundays,  and  to 
give  an  opportunity  for  retelling  of  stories,  verses  and  songs,  in 
order  to  fix  more  firmly  the  lessons  of  the  quarter. 

•  Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Let  the  children  tell  with  whom  they  have  shared  the  money 
they  have  brought  these  past  Sundays.  Ask  again  how  many  earn 
the  money  they  bring,  and  suggest  that  they  try  to  earn  it. 

Greeting.     Song  of  greeting. 

Hymn.     Let  a  child  choose  a  hymn. 

Prayer.     Let  a  child  choose  a  prayer. 

Conversation  Period.  (Have  the  pictures  that  have  been  used 
during  the  spring  where  the  children  can  see  them.) 

Shall  we  today  sing  the  hymns  and  tell  the  stories  that  we  have 
had  these  last  weeks?  And  perhaps  by  and  by  you  would  like 
to  play  one  of  the  stories. 

Let  the  children  repeat  some  of  the  verses  learned  during  the 
year,  and  sing  two  or  three  of  the  h}Tnns  they  choose. 

Who  remembers  the  story  about  the  selfish  giant?  Could  any 
one  tell  us  that  story? 

What  other  story  that  we  have  had  this  spring  do  yoti  remember? 

"  I  remember  the  story  about  the  bird  that  fell  out  of  the  nest." 

"  There  are  som.e  baby  birds  in  a  robin's  nest  in  a  tree  in  our 
yard,"  said  John,  "  and  we  can  see  them  from  our  windows  upstairs." 

Have  you  been  very  careful  not  to  frighten  the  little  mother  bird 
and  father  bird  when  they  are  taking  care  of  their  little  birds  and 
feeding  them? 

195 


196  REVIEW  LESSON 

Who  has  been  watching  the  seeds  and  flowers  growing  out  of  doors  ? 

Have  you  been  helping  to  take  care  of  a  garden  ?  What  is  the  best 
way  to  pick  a  flower? 

What  other  story  have  we  had?  Show  picture  of  the  "  Shepherd 
and  Sheep." 

Could  some  one  tell  the  story  about  the  sheep  that  got  lost? 

Show  the  picture  of  the  "  Easter  Lily." 

Does  this  picture  make  you  think  of  a  story?     Who  could  tell  it? 

When  we  have  our  story  time  shall  we  tell  some  of  these  stories 
again?     Perhai)s  you  can  tell  them. 

Not  nearly  enough  opportunity  is  given  for  children  to  tell  stories 
to  the  group.  We  had  an  interesting  experience  in  our  class  recently. 
The  Beginners'  class  had  joined  with  the  whole  school  for  the 
service  of  worship,  had  heard  the  story  of  Hansel  and  Gretel  told 
briefly,  and  had  heard  the  music  of  Hansel's  and  Gretel's  prayer 
played  on  the  organ.  On  returning  to  our  own  room  we  found 
a  little  boy  feeling  very  unhappy  because  through  a  mistake  he 
hadn't  met  us  in  time  to  go  to  chapel.  So  it  was  suggested  that 
we  tell  him  the  story  we  had  just  heard. 

Elinor  said  she  had  the  story  in  her  books  at  home,  and  could 
tell  it  to  us.  So  she  stood  up  before  the  class  and  told  as  charming 
a  version  of  Hansel  and  Gretel  as  I  have  ever  heard.  It  took  her 
twelve  minutes  to  tell  it,  and  the  children  listened  intently  to  every 
word. 

Later  we  found  that  she  had  heard  the  story  read  from  two  or 
three  of  her  books,  but  no  one  had  heard  her  try  to  tell  it  before. 

Rest  Time.  Let  the  children  choose  and,  if  they  want  to,  let  them 
try  to  dramatize  one  of  the  stories. 

Story  Time.   Retelling  the  stories  by  the  teacher  and  the  children. 
There  probably  will  not  be  time  for  a  table  period. 
Dismissal.     Good-bye    song.     Prayer.     Giving    out    letters    to 
parents. 

Music  for  marching  out. 


LESSON   XL 

LEARNING  TO  BE  BRAVE 

Aim:  To  eliminate  some  fears,  and  to  make  others  intelligent; 
to  help  our  children  to  be  brave  in  meeting  their  childish  accidents 
and  the  hard  things  they  have  to  do  or  to  endure. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Here  is  another  suggestion  for  the  use  of  the  children's  money: 
First,  an  interest  may  be  stimulated  in  connection  with  a  settlement, 
or  social  service  league  in  which  there  is  a  kindergarten  or  nursery 
composed  of  little  newcomers,  perhaps  Italians,  Poles,  Slavs,  Bo- 
hemians or  other  children.  Or,  if  the  com-munity  is  small  and  has 
no  organized  social  work,  there  may  be  a  family  of  immigrants,  so 
that  the  Beginners  may  begin  to  have  a  friendly  and  intelligent 
interest  in  little  newcomers  from  other  lands.  A  later  lesson  will 
show  how  this  may  be  worked  out. 

Greeting.     Song  of  greeting. 

Hymn.     "  All  Things  Bright  and  Beautiful." 

Prayer. 

A  suggested  new  hymn  is  "  Can  a  Little  Child  Like  Me,"  to  be 
found  in  Songs  and  Games  for  Little  Ones.  Walker  and 
Jenks,  Oliver  Ditson  Co. 

Verse.  "  I  am  with  thee  and  will  keep  thee  in  all  places  whither 
thou  goest."     (Gen.  28:15.) 

Conversation  Period.  The  question  for  us  adults  is,  what  are 
we  to  expect  of  Beginners  in  regard  to  bravery?  What  sort  of  things 
are  we  to  expect  them  to  meet  with  courage  ?  Are  children  conscious 
of  needing  to  be  brave? 

197 


198  LEARNING  TO  BE  BR.WE 

The  following  prayer,  I  think,  shows  that  they  may  be.  Teddy, 
aged  four,  had  just  had  his  bobbed  hair  cut,  and  was  feeling  very 
grown  up.  At  night  this  was  his  prayer:  "  Dear  Lord,  I  am  glad 
my  hair  is  cut  off.  Help  me  to  be  brave  now,  and  when  I  fall  and 
blimp  my  head  on  the  kitchen  floor,  just  to  say  '  ouch.'  " 

Very  little  children  are  frequently  afraid  of  startling  and  miusual 
sounds  or  objects,  strange  persons,  crowds,  animals  and  the  dark. 
These  fears  are  at  first  partly  instinctive,  and  with  the  developing 
imagination  and  experience  they  may  increase.  A  verj''  imaginative 
child  is  more  apt  to  be  fearful  than  a  child  who  lacks  imagination. 
Hence  the  need  for  dealing  very  patiently  with  fears,  and  for  reason- 
ing with  children  and  showing  them  how  groundless  their  fears  are, 
when  their  lack  of  experience  makes  it  impossible  for  them  to  know. 

We  have  recently  had  an  experience  with  a  timid  child  who  was 
frightened  by  the  crowd  of  children  on  the  first  Sunday  when  we 
went  through  the  cloister  on  our  way  to  chapel  with  the  rest  of  the 
school.  K was  so  unhappy  at  the  thought  of  repeating  the  ex- 
perience another  vSunday  that  she  refused  to  come.  Her  parents 
at  first  were  severe  with  her,  but  that  only  increased  the  difficulty. 
A  little  patience  and  explanation  for  a  Sunday  or  two,  and  the 
child  had  forgotten  her  fear. 

Also  we  may  help  a  child  to  be  brave  when  he  hurts  himself,  or 
when  he  has  anything  which  for  him  is  very  hard  to  do.  A  child's 
willingness  to  be  brave  when  he  is  hurt  depends  very  largely  on 
whether  he  has  been  encouraged  to  pay  no  attention  to  bumps  by 
adults  in  the  family.  If  he  is  pitied  each  time  he  is  hurt,  the  habit 
of  making  the  most  instead  of  the  least  of  each  injury  will  soon  be 
formed. 

The  question  of  being  brave  may  very  naturally  come  up  in  the 
group  of  Beginners  some  time  during  the  year.  This  would  be 
the  best  time  to  use  this  lesson.  Or  the  teacher  may  know  that 
one  of  her  pupils  is  especially  timid  and  lacking  in  courage,  and 
a  discussion  of  the  subject  may  help  not  only  this  child,  but  the 
whole  group. 

As,  for  instance,  in  one  group  a  child  clung  to  her  mother  week 


LEARNING  TO  BE  BRAVE  199 

after  week,  and  was  afraid  to  let  the  mother  go.     This  was  the  occa- 
sion of  a  lesson  of  this  kind 

A  conversation  might  naturally  come  about  when  a  child  wouldn't 
let  her  mother  go. 

The  teacher  might  ask  the  children  if  they  wanted  to  keep  their 
mothers  always  with  them. 

Why  can't  mothers  always  stay  with  us?  Of  course,  they  have 
so  many  things  to  do.  And  do  we  need  them  every  minute  ?  Why, 
no,  we  are  old  enough  to  take  care  of  ourselves. 

"I  let  my  mother  go  and  leave  me  alone  in  the  dark  when  I  go 
to  bed, ' '  John  said.     "I'm  not  afraid  of  the  dark. ' ' 

No,  indeed,  we  need  not  be  afraid  of  the  dark.  Don't  you  remem- 
ber last  winter  we  learned,  "  The  day  is  thine,  the  night  also  is  thine," 
and  we  said  that  our  Heavenly  Father  is  taking  care  of  us  at  night 
and  that  we  are  just  as  safe  at  night  as  we  are  in  the  day? 

Howmany  children  do  have  the  light  put  otit  when  theygetintobed? 

When  do  children  have  to  learn  to  be  brave  besides  when  they  let 
mothers  and  fathers  leave  them  and  at  night? 

Yes,  when  they  hurt  themselves.  Is  it  a  good  thing  to  try  to  be 
brave  and  not  cry  every  time  you  hurt  yourself?  Let  the  children 
talk  about  it  a  Httle.     Repeat  the  new  verse,  "  I  am  with  thee,"  etc. 

Today  I  am  going  to  tell  you  a  new  story  about  two  little  children 
who  were  brave  when  it  was  hard  to  be  brave. 

Rest  Time.     March. 

Story  Time.     Do  you  remember  that  when  Miss  T came  to 

tell  us  about  the  kindergarten  and  about  the  little  children  in  Japan, 
she  showed  us  the  kind  of  wooden  shoes  people  wear  in  Japan?  And 
Donald  said,"  Children  in  Holland  wear  wooden  shoes,  too."  Would 
you  like  to  hear  a  story  about  two  brave  little  children  who  lived 
long  ago  in  Holland? 

This  is  the  story  of 

Two  Brave  Little  Children  in  Holland 
Far  across  the  seas  there  is  a  country  called  Holland.     This  little 
comitry  has  to  have  high  walls  built  aroimd  it,  for  the  land  is  lower 


200  LEARNING  TO  BE  BIL^VE 

than  the  ocean,  and  the  water  would  soon  come  in,  and  cover  the 
streets  and  houses  and  gardens,  if  it  were  not  for  the  walls,  that  are 
called  dikes.  Even  the  Httle  children  know  what  a  dreadful  thing 
it  is  for  the  dikes  to  break  and  let  too  much  water  in. 

Long  ago  there  lived  in  a  city  called  Haarlem  two  little  children 
called  Hans  and  Katinka.  One  day  they  went  to  carry  a  basket  of 
food  to  an  old  man  who  sometimes  needed  help.  On  the  way  back 
Hans  and  Katinka  were  playing  along  the  dike  and  picking  some 
beautiful  little  blue  flowers  to  take  home  to  their  mother,  when 
suddenly  Hans  discovered  a  place  where  water  was  coming  through 
the  bank, —  just  a  very  little,  bubbly  stream  of  water  —  but  Hans 
knew  what  that  m.eant,  and  he  called  to  Katinl-ca  and  said,  "  The 
dike  must  be  broken,  for  water  is  coming  through.  What  shall  we 
do?"  Hans  knew  the  water  would  soon  make  the  hole  larger  and 
he  called  and  called,  but  no  one  was  near  enough  to  hear.  But 
quickly  he  decided  what  to  do.  Putting  his  linger  in  the  little  hole 
to  keep  the  water  back,  he  told  Katinka  to  run  and  tell  the  people 
that  there  was  a  hole  in  the  dike.  At  first  she  didn't  want  to  go  alone, 
but  Hans  said,  "  You  must  go,  and  you  must  hurry."  So  Katinka 
hurried  as  fast  as  her  little  legs  could  go.  Hans  watched  her, 
and  as  she  grew  smaller  and  smaller,  and  farther  and  farther 
away,  his  finger  began  to  feel  pinched  and  stiff  being  kept  in 
the  little  hole  so  long.  But  he  didn't  dare  to  take  it  out  even  for 
one  minute. 

By  and  by  he  began  to  feel  stiff  and  cramped  all  over  because  he 
couldn't  move  about  easily,  and  it  seemed  a  very  long  time,  and  it 
had  grown  dark. 

Hans  could  hear  the  sounds  of  the  ocean.  It  was  pounding, 
pounding  on  the  other  side  as  if  determined  to  come  in. 

"  No,  you  shall  not  come  in,"  said  Hans,  and  he  kept  his  finger 
tight  in  the  hole. 

It  seemed  a  very,  very  long  time  before  he  heard  the  sound  of 
voices  coming.  As  the  men  came  nearer  he  heard  them  calling  to 
him  and  heard  his  own  father's  voice. 

The  men  worked  with  their  picks  and  shovels  until  the  dike  was 


LEARNING  TO  BE  BRAVE  201 

repaired,  and  soon  they  were  ready  to  carry  Hans  home,  for  he  was 
very  tired  and  sleepy. 

And  to  this  day  the  people  tell  the  story  of  the  brave  little  children 
who  saved  the  dike. 

How  do  you  like  this  story?  Do  you  think  Hans  really  had  to 
be  brave  ?     (Let  the  children  talk  about  the  story.)  ' 

Table  Period.  Drawing.  Let  the  children  draw  a  summer  picture 
or  illustrate  one  of  the  stories. 

DismissaL  Will  you  try  this  week  to  remember  to  be  brave  when 
you  have  something  hard  to  do,  or  something  you  don't  want  to  do? 
What  other  times  can  you  be  brave?     Yes,  when  you  hurt  yourself. 

Good-bye  song. 

Prayer.     Giving  out  letters  for  parents. 

Music  while  good-byes  are  said  to  the  teachers. 


LEvSSON   XLI 
LEARNING  TO  BE  BRAVE 

Aim:  To  help  our  children  to  meet  with  courage  the  hard  things 
they  have  to  do,  and  to  be  brave  when  they  meet  with  childish 
accidents. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

This  is  the  time  to  welcome  children  who  have  been  away,  or  new 
children. 

Hymn.     Let  the  childi'en  choose  a  hymn. 

Prayer. 

Continue  learning  "  Can  a  Little  Child  Like  Me?" 

What  kind  of  svmshine  are  we  having  now?  Yes,  it  is  simimer 
sunshine,  and  it  is  very  warm  some  days.  But  the  very  warm  sun- 
shine is  necessary  to  make  the  frtiits  and  grains  and  vegetables  grow. 
Yes,  and  they  need  plenty  of  rain,  too.  At  this  time  it  might  be 
suggested  that  children  bring  flowers  from  their  gardens  at  home 
to  send  to  children  who  are  ill  or  to  others  who  would  enjoy  them. 

Sing  a  rain  or  sunshine  song. 

Conversation  Period.  Do  you  remember  the  verse  we  had  last 
Sunday?  "  I  am  with  thee  and  will  keep  thee  in  all  places  whither 
thou  goest."     Who  is  with  us  wherever  we  go  and  whatever  we  do? 

Our  Heavenly  Father  is  always  watching  over  us,  and  He  is  always 
willing  to  help  us  when  we  need  help. 

I  wonder  if  you  have  thought  about  the  story  we  had  last  week. 
Did  you  go  home  and  tell  it  to  your  mother  or  father? 

Would  you  like  to  hear  that  story  again  at  story  time? 

202 


LEARNING  TO  BE  BRAVE  20*3 

Have  you  had  a  chance  to  be  brave  this  week  ?  Or  have  you  seen 
any  one  do  any  thing  that  you  thought  was  brave  ? 

You  may  get  very  interesting  replies  to  these  questions.  Let 
the  children  talk  freely,  and  especially  try  to  draw  the  timid  children 
into  the  conversation.  It  is  so  easy,  unless  we  are  careful,  to  let 
the  children  who  have  most  initiative  and  are  most  responsive  do 
all  the  talking. 

Rest  Period.  Let  the  children  choose  whether  they  want  to  march, 
play  going  to  church,  or  play  one  of  the  stories. 

Table  Period.     Drawing. 

Story  Period.     Repeat  the  story  told  last  Sunday. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON  XLII 
LEARNING  TO  PLAY  WITH  OTHER  CHILDREN 

Aim:  To  help  the  children  to  acquire  wholesome  attitudes  toward 
one  another  in  the  situations  that  arise  whenever  children  play 
together. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn.     "  Can  a  Little  Child  Like  Me?" 

Prayer. 

Let  the  children  choose  several  songs  and  hymns. 

Conversation  Period.  What  have  you  children  been  doing  all 
this  past  week? 

"  We  went  on  a  picnic  up  the  river  and  took  our  boats  and  sailed 
them,"  said  Betty. 

Have  any  of  you  been  out  for  walks  in  the  park  or  in  the  woods? 

Did  you  see  any  birds,  or  find  any  flowers?  And  were  you  very 
careful  when  you  picked  them  ? 

It  is  such  a  long  time  since  we  planted  seeds  in  the  spring,  I  wonder 
if  there  are  any  flowers  or  vegetables  in  your  gardens  at  home? 
What  has  made  them  grow  all  through  the  spring  and  summer? 
Who  has  sent  rain  and  sunshine  all  these  months  to  make  them 
grow?  Yes,  our  Heavenly  Father,  and  I  wonder  if  you  have  been 
able  to  help  by  watering  the  flowers  or  helping  to  weed  the  gardens. 
It  is  hard  sometimes  to  tell  the  weeds  from  the  flowers,  and  you  have 
to  be  careful  when  you  are  weeding  the  garden. 

What  else  have  you  been  doing  this  week?  Perhaps  the  answers 
will  be,  "  I  have  been  playing  with  my  brothers  and  sisters,"  or  "  I 

204 


LEARNING  TO  PLAY  WITH  OTHER  CHILDREN     205 

have  been  playing  with  my  friends."  Then  ask  the  children  what 
they  have  been  playing. 

Ask  whether  they  always  have  a  good  time  when  they  are  playing 
together. 

"  I  don't  always  have  a  good  time,"  said  Janet,  "  for  sometimes 
my  brother  wants  all  of  the  toys  and  when  I  take  some  of  them  he 
hurts  me." 

"  I  don't  have  a  good  time,  because  when  we  play  house  Marion 
always  wants  to  be  the  mother. ' ' 

Has  Marion  other  brothers  and  sisters  at  home?  Perhaps,  if  she 
hasn't  any  one  at  home  to  play  Avith,  she  hasn't  learned  how  to  play 
with  other  children.  You  will  have  to  show  her  how  much  more 
fun  it  is  to  share  your  things  and  to  take  turns  when  you  are  playing. 

Do  you  ever  have  a  very  good  time  when  you  are  quarreling  ? 

Let  the  children  tell  about  their  play  experiences  and  their  quarrels. 

What  verse  would  be  a  very  good  one  for  you  to  remember  when 
you  are  playing  together?  Yes,  I  think  it  would  be  well  to  re- 
member "  Be  ye  kind  one  to  another." 

Show  picture  No.  13.     "Children  Playing  Together." 

Rest  Time.     Let  the  children  choose. 

Table  Period.  Mounting  pictures.  No.  13,  "  Children  Playing 
Together." 

Story  Time.  "  Dunny."  Adapted  from  "  Dunny,"  by  Jane 
Hoxie,  in  A  Kindergarten  Story  Book.     Milton  Bradley  Co. 

Once  there  were  three  brothers.  One  brother  was  a  big  boy,  the 
next  was  not  so  old,  and  the  third  was  just  a  little  boy.  Sometimes 
when  they  were  playing  together  the  older  brothers  teased  the  Httle 
brother.  They  would  say,  "  You  cannot  run  very  fast,  you  cannot 
jtunp  as  far  as  we  can,"  and  then  they  said  "  You  are  very  stupid," 
and  called  him  a  "  Dunny." 

One  day  a  traveler  who  had  a  wonderful  pony  stopped  at  the 
door  of  the  cottage.  The  pony  could  do  tricks,  and  he  could  be 
saddled  and  ridden,  and  beside  he  was  a  very  gentle  pony. 

The  three  boys  were  so  delighted  with  the  pony  that  they  coaxed 


20G  LEARNING  TO  PLAY  WITH  OTHER  CHILDREN 

their  father  until  finally  he  decided  to  buy  it  for  them.  At  first 
they  were  happy  with  their  new  playfellow,  but  presently  they  began 
to  quarrel,  and  the  father  would  hear  first  one  and  then  the  other  say, 

"  He  is  my  pony." 

"  No,  he  is  not  your  pony." 

"  He  is  more  my  pony  because  I  take  more  care  of  him." 

And  they  would  all  snatch  at  his  bridle  and  try  to  pull  him  away. 

Until  finally  the  father  would  say  "  Boys!  boys!  why  are  you 
quarreling?     The  pony  belongs  to  all  of  you." 

But  still  day  after  day  they  quarreled,  and  finally  the  father  said: 
"  The  pony  shall  belong  to  the  boy  who  will  bring  this  basket  filled 
full  with  the  water  of  yonder  pond."  Now  the  basket  was  very 
old  and  full  of  holes,  but  the  three  brothers  eagerly  consented  to 
try  the  plan. 

"  You  shall  try  first,"  said  the  father  to  the  oldest  boy.  As  the 
boy  walked  quickly  toward  the  pond,  a  little  bird  hopped  along  the 
path  in  front  of  him,  and  in  a  sweet  voice  sang : 

"  Fill  it  with  moss  and  fill  it  with  clay. 
And  carry  a  basket  full  away." 

The  boy  did  not  know  what  the  bird  was  saying.  "  Out  of  my 
path,  you  stupid  creature!"  he  cried,  flinging  a  stone  at  it.  But  the 
little  bird  flew  away  into  the  forest,  where  he  was  quite  safe.  When 
at  last  the  boy  reached  the  pond,  there  sat  a  great  green  frog  who 
croaked  in  a  great  hoarse  voice: 

"  Fill  it  with  moss  and  fill  it  with  clay. 
And  carry  a  basketful  away." 

But  the  boy  did  not  know  what  the  frog  was  saying.  "  Out  of 
my  way,  you  ugly  creature!"  he  cried,  flinging  a  stone  at  it.  The 
great  frog  jumped  back  into  the  water,  where  he  was  quite  safe. 
The  eldest  boy  covered  the  bottom  of  the  basket  with  sand,  thinking 
that  would  keep  the  water  from  running  out;  then  he  filled  it  to  the 
very  brim.  But  thoueh  he  ran  all  the  way  home,  not  a  single  drop 
of  water  was  left  in  the  basket  when  he  reached  his  father. 


LEARNING  TO  PLAY  WITH  OTHER  CHILDREN    207 

Then  it  was  the  second  boy's  turn.  As  he  walked  quickly  toward 
the  pond,  the  same  little  bird  hopped  along  the  path  in  front  of  him, 
and  in  the  same  sweet  voice  sang : 

"  Fill  it  with  moss  and  fill  it  with  clay, 
And  carry  a  basketful  away." 

The  boy  did  not  know  what  the  bird  was  saying.  "  Out  of  my 
path,  you  stupid  creature!"  he  cried,  flinging  a  stone  at  it.  But 
the  little  bird  flew  away  into  the  forest,  where  he  was  quite  safe. 
When  at  last  the  boy  reached  the  pond,  there  sat  the  same  great 
green  frog,  who  croaked  in  the  same  great  hoarse  voice : 

"  Fill  it  with  moss  and  fill  it  with  cla.y, 
And  carry  a  basketful  away." 

But  the  boy  did  not  know  what  the  frog  was  saying.  "  Out  of 
my  way,  you  ugly  creature!"  he  cried,  flinging  a  stone  at  it.  The 
great  frog  jumped  back  into  the  pond  where  he  was  quite  safe.  The 
second  boy  covered  the  bottom  of  the  basket  with  leaves,  thinking 
that  they  would  keep  the  water  from  running  out;  then  he  filled  it 
to  the  very  brim.  But  though  he,  too,  hurried  all  the  way  home, 
not  a  single  drop  of  water  was  left  in  the  basket  when  he  reached  his 
father. 

Now  at  last  it  was  Dunny's  turn;  but  the  two  elder  brothers 
teased  him  saying,  "  Of  what  use  is  it  for  such  a  stupid  as  you  to 
try,  when  we,  who  are  so  much  more  clever  than  you,  have  failed?" 

As  Dunny  walked  quickly  toward  the  pond,  the  same  little  bird 
hopped  along  the  path  in  front  of  him,  and  in  the  same  sweet  voice 
sang: 

"  Fill  it  with  moss  and  fill  it  with  clay. 
And  carry  a  basketful  away." 

Now  Dunny  was  very  fond  of  all  the  wild  creatures  of  the  woods 
and  fields,  and  often  spent  long  hours  in  their  company;  and  he  knew 
what  the  little  bird  was  saying,  and  he  was  never  happier  than  when 
he  was  playing  with  the  frogs  and  fishes  in  the  pond;  so  when  the 
great,  green  frog  in  his  great,  hoarse  voice  croaked: 


20S     LEARNING  TO  PLAY  WITH  OTHER  CHILDREN 

"  Fill  it  with  moss  and  fill  it  with  clay, 
And  carry  a  basketful  away." 

Dunny  knew  what  the  frog  was  saying.  Carefully  he  gathered 
moss  and  clay  from  the  bank  of  the  pond,  and  stopped  all  the  holes 
and  cracks  in  the  basket.  Then  filling  it  with  water  to  the  very 
brim,  he  can-ied  it  safely  home  to  his  father  and  did  not  lose  a  drop. 
So  the  pony  was  given  to  him,  and  he  rode  up  and  down  on  the  pony's 
back  while  the  other  boys  watched  him.  After  a  time  he  came 
back  and  let  each  of  them  have  a  turn.  When  it  was  time  to  feed 
the  pony  and  to  get  his  bed  ready  the  brothers  fovmd  that  they  could 
all  help,  and  although  the  father  listened,  he  never  again  heard  cross 
voices  quarreling  about  the  pony. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON   XLIII 
LEARNING  TO  PLAY  WITH  OTHER  CHILDREN 

Aim:  To  help  the  children  to  acquire  wholesome  attitudes  toward 
one  another  in  the  situations  that  arise  whenever  children  play  to- 
gether. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer. 

Let  the  children  choose  other  hymns.  Frequently  the  chil- 
dren in  our  group  want  to  sing  to  the  other  children  little  songs 
or  hymns  that  they  have  learned  at  home  or  elsewhere.  This  we 
encourage  when  there  is  time.  Also  when  we  find  that  the  children 
are  singing  too  loudly  or  carelessly,  we  stop  them  and  have  a  child 
who  has  a  sweet  true  voice  sing  to  the  others  while  they  listen. 

Let  the  children  repeat  some  of  the  verses  already  learned. 

Conversation  Period.  What  did  we  talk  about  last  Sunday? 
Who  remembers  the  story?  Yes,  it  was  about  the  three  brothers 
who  at  first  didn't  know  how  to  play  with  the  pony.  Have  you  this 
week  played  with  children  who  did  know  how  to  play  together,  and 
all  have  a  good  time?  Have  you  seen  any  children  who  quarreled, 
and  did  not  know  how  to  play  together?  Have  you  thought  about 
trying  to  help  the  other  children  to  have  a  good  time  when  you  are 
playing  together  ?  That  is  a  very  good  way  to  have  a  good  time  your- 
self. 

(Let  the  children  tell  about  their  play  and  experiences  during  the 
week.) 

209 


210    LEARNING  TO  PLAY  WITH  OTHER  CHILDREN 

If  you  share  your  things  and  take  turns  when  you  are  playing, 
everybody  can  have  a  good  time. 

Is  it  hard  sometimes  to  let  other  people  have  your  things?  Yes 
indeed  it  is.  Whom  can  we  ask  to  help  us?  Yes,  our  Heavenly 
Father  will  help  us  whenever  we  ask  him. 

Rest  Period.  Would  you  like  to  have  a  garden  today  ?  Dorothy, 
will  you  choose  some  children  to  be  seeds,  and  plant  them?  Shall 
we  have  the  rain  come  down  and  water  them  ? 

Table  Period.     Drawing. 

Could  you  draw  pictures  of  children  playing  together?  Perhaps 
you  could  draw  some  of  their  toys. 

Story  Time.     Repeat  the  story  told  last  week. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music  while  good-byes  are  said  to  the  teacher. 


LESSON   XLIV 

OTHER  LITTLE  FRIENDS 

Aim :  To  develop  a  sympathetic  and  helpful  attitude  toward  little 
newcomers  in  this  country.  (As  in  the  case  of  the  lessons  on  Japanese 
children,  this  lesson  will  have  to  be  suggestive  only,  for  instead  of 
Italian  children  there  may  in  other  communities  be  other  little  new- 
comers from  other  lands,  needing  interest  and  friendship.) 

Service  op  Worship 
Quiet  Music. 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 
Hymn. 
Prayer.     Singing  other  hymns.     Repeat  verses. 

Conversation  Period.  If  the  children  have  brought  flowers  from 
their  own  gardens  to  send  to  little  friends  in  the  community  who 
are  ill  or  who  have  no  gardens,  this  will  be  a  point  of  departure  for 
the  new  lesson.  Perhaps  there  will  be  sick  children  in  your  own  group 
to  whom  the  flowers  may  be  sent.  Let  the  children  take  them  if 
possible.  Or  they  may  know  of  some  one  by  whom  flowers  would 
be  appreciated. 

Otherwise  perhaps  the  teacher  will  tell  the  group  that  there  are 
families  in  the  town  or  city  who  have  come  from  a  beautiful  country 
called  Italy,  where  there  are  blue  skies,  grass,  trees  and  many  flowers. 
These  families,  fathers,  mothers  and  children,  have  come  to  find  a 
new  home  in  our  country.  The  fathers  haven't  very  much  money, 
for  it  has  cost  a  great  deal  to  take  a  whole  family  on  a  journey  across 
the  ocean,  and  they  have  to  live  in  a  few  rooms,  with  no  place  for  a 
garden  for  flowers  and  vegetables  such  as  they  have  in  Italy. 

How  many  children  think  they  have  ever  seen  any  people  who 

211 


212  OTHER   LITTLE   FRIENDS 

have  come  from  Itah'?  (vShow  pictures  of  Italian  family.  No.  14 
in  series.)  Yes,  we  call  them  Italians.  Yes,  there  are  some  Italians 
who  have  a  fruit  store,  etc.  "  And  they  talk  a  funny  way,  you 
can't  understand  what  they  say,"  says  Alan. 

Yes,  and  don't  you  suppose  they  think  we  have  a  funny  way  of 
talking  because  they  can't  understand  what  we  say? 

The  Italian  children  who  have  come  over  here  are  going  to  go  to 
our  schools  and  they  will  learn  our  language,  and  make  this  country 
their  home.  They  are  our  little  friends,  and  I  wonder  what  we  can 
do  for  them. 

The  teacher  should  have  ready  some  suggestions  as  to  what  the 
children  may  do.  She  may  know  of  a  family  with  whom  the  children 
may  get  in  touch  by  sending  flowers,  toys  or  clothing;  or  there  may 
be  a  kindergarten  of  Italian  children  in  need  of  money. 

Rest  Time. 

Table  Period.  Mounting  pictures  of  Italian  family.  Fourteenth 
picture  in  the  series. 

Story  Time.  Did  you  like  the  picture  of  the  Italian  mother  and 
children?  This  family  came  from  Italy  to  our  country  in  a  big  ship, 
and  they  landed  in  New  York  City,  and  that  is  where  they  were 
living  when  this  picture  was  taken. 

Would  you  like  to  hear  a  story  about  another  Italian  family? 
They  came  over  from  Italy  in  a  big  ship  too,  and  landed  in  New 
York,  but  they  didn't  stay  in  the  city.  They  took  a  train  and  went 
to  a  little  town  in  the  country,  way  up  in  the  hills.  You  see  the 
Petrellos  had  loved  their  own  beautiful  Italy  so  much  that  they  would 
have  liked  to  live  there  always,  but  the  father  felt  sure  that  in  our 
country  he  could  earn  more  money,  and  so  take  better  care  of  his 
family,  and  that  was  the  reason  they  came.  This  is  the  story  and 
we^shall  call  it, — 

Anthony  Petrello 

Anthony  Petrello  was  a  little  Italian  boy  not  five  years  old.  He 
lived  with  his  father  and  mother  in  a  home  that  was  called  the  "  Bee 
Hive  "  because  so  many  families  lived  there  crowded  close  together. 


OTHER   LITTLE   FRIENDS  213 

Around  the  house  there;  was  a  Httle  yard,  but  not  a  garden.  And  at 
first  the  Petrellos  were  very  lonely,  and  they  missed  their  little  home 
and  garden  that  they  had  left  in  Italy.  And  they  couldn't  under- 
stand what  people  were  saying,  nor  could  people  understand  them. 
The  two  little  girls,  Victoria  and  Marian,  soon  went  to  school,  but 
Anthony  was  left  at  home  to  play  by  himself. 

One  day  a  lady  came  to  see  his  mother.  Anthony  didn't  know 
what  she  said,  and  his  mother  couldn't  understand  very  well,  but 
when  Victoria  and  Marian  came,  they  understood  that  she  wanted 
Anthony  to  go  to  a  kindergarten  near  by.  The  next  morning  they 
dressed  him  and  took  him  to  the  kindergarten  before  they  went  to 
school.  Anthony  didn't  know  what  a  kindergarten  was  or  where  he 
was  going,  and  any^vay  he  was  a  little  bit  afraid  to  leave  his  mother. 
At  the  door  of  the  kindergarten  he  heard  the  voices  of  the  children 
inside.  They  were  shouting  and  playing.  He  clung  to  Victoria  and 
Marian,  and  wanted  to  go  home,  but  they  coaxed  him  to  go  inside, 
and  there  was  the  same  lady  who  had  gone  to  his  house  the  day  before. 
In  the  room  there  were  some  little  chairs  all  arranged  in  a  ring,  and 
Anthony  was  taken  to  one  that  just  fitted  him. 

Presently  the  other  children  all  came  to  sit  down  in  their  chairs. 
They  sang,  and  Anthony  sat  very  still  and  listened,  for  he  liked  music. 
Soon  they  all  turned  toward  Anthony  and  smiled  as  they  sang,  and 
Anthony  couldn't  help  smiling  at  them,  although  he  didn't  know 
what  thev  were  singing. 

In  the  center  of  the  ring  there  were  some  bright  colored  flowers, 
geraniums  and  nasturtiums.  Anthony  liked  these,  for  he  loved 
flowers,  and  he  was  made  very  happy  when  he  was  given  a  flower  to 
hold. 

When  all  the  children  said  a  little  prayer,  Anthony  bowed  his  head 
with  them.  He  understood  what  they  were  doing,  for  over  in  Italy 
he  had  gone  to  church  and  prayed  to  the  same  Heavenly  Father. 

But  he  was  happiest  when  marching  time  came  and  he  was  given 
a  drum  to  play  on.  That  he  could  do,  and  keep  time,  too.  He  didn't 
want  to  stop  when  it  was  time  to  go  and  sit  down  at  the  little  tables. 
But  then  he  was  given  paper,  paints,  and  a  brush,  and  what  a  bright 


214  OTHER   LITTLE   FRIENDS 

picture  he  made!  When  lunch  time  came  Anthony  hadn't  any 
lunch,  so  a  little  girl  who  sat  near  him  shared  her  lunch  with  him. 
But  he  could  hardly  wait  to  get  back  to  the  drum  again.  He  played 
on  it  every  chance  he  had. 

The  next  morning  bright  and  early  Victoria  and  Marian  brought 
him  back  to  the  kindergarten.  Again  he  ran  to  get  the  drum,  but 
this  time  some  one  else  had  it,  and  ver}'  soon  Anthony  learned  that 
the  children  in  the  kindergarten  must  take  turns  using  the  toys. 

Day  after  day  Anthony  came  and  played,  but  he  never  tried  to 
talk.  I  think  he  was  afraid  he  couldn't  say  English  words,  and  that 
the  other  children  would  laugh  at  him  if  he  tried.  All  he  ever  said 
was  "  '  Ba  '  May  "  when  he  came  to  say  good-bye  to  the  teacher 
at  noon.     He  meant  "  Good-bye,  Miss  Mary." 

One  day  Anthony  didn't  come  to  kindergarten,  and  the  next  day 
he  didn't  come.  The  third  day  Victoria  and  Marian  came  to  say 
that  Anthony  had  been  playing  out  in  the  street,  where  he  had  been 
told  never  to  go  alone,  and  had  been  run  into  by  an  automobile.  His 
leg  was  very  badly  hurt,  and  he  would  have  to  stay  in  bed  a  long  time. 
"  He  cries  because  he  can't  go  to  kindergarten,"  Victoria  and  Marian 
said. 

When  they  were  all  sitting  in  the  ring  that  morning,  one  of  the 
children  said  "  Could  we  send  Anthony  something?" 

"  I'll  bring  some  flowers  for  him,"  John  said. 

"  I  wonder  if  we  have  an}i;hing  in  the  kindergarten  that  he  would 
like,"  the  teacher  said. 

All  the  children  thought  a  minute,  and  then  the\-  said  "  The 
drum!" 

"  But  we  couldn't  spare  that  for  we  only  have  one,  and  we  couldn't 
have  a  band  without  a  drum,"  protested  Mikey. 

' '  But  that  is  what  Anthony  would  like  best, ' '  Rosey  replied, 

"  Perhaps  he  is  too  sick  to  play  on  it." 

"But  an^'way  he  could  look  at  it." 

And  so  they  discussed  sending  the  drum  to  Anthony,  until  finally 
the  teacher  said,  "  Shall  we  wait  and  decide  tomorrow  morning?" 

The  next  morning  they  talked  about  it  again,  and  finally  they  all 


OTHER  LITTLE   FRIENDS  215 

decided  that  the  drum  should  be  taken  to  Anthony  by  two  of  the 
children. 

Wasn't  he  glad  to  get  it!  At  first  he  could  only  look  at  it,  for  he 
wasn't  able  even  to  sit  up  in  bed.  It  was  many  weeks  before 
Anthony's  leg  was  well  and  strong  again,  but  the  first  day  he  could 
he  went  marching  back  to  kindergarten  carrying  the  drum  and  playing 
on  it  all  the  way. 

That  morning  when  the  children  sang  to  him,  Anthony  tried  to 
sing  too,  he  was  so  very  glad  to  be  back  again. 

Dismissal.     Good-bye    song.     Prayer.      Giving   out   letters    for 
parents. 
Music. 


LESSON   XLV 

OTHER  LITTLE  FRIENDS 

Aim :  To  develop  a  sympathetic  and  helpful  attitude  toward  little 
newcomers  in  this  country. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn, 

Prayer. 

Conversation  Period,     Repeat  "  Every  day  the  shining  sun." 

What  Bible  verse  have  we  learned  that  tells  abovit  day  and  night? 

"  The  day  is  thine,  the  night  also  is  thine." 

And  do  you  remember  another  verse  we  learned  a  few  weeks  ago  ? 

"  I  am  with  thee,  and  will  keep  thee  in  all  places  whither  thou 
goest." 

Who  is  it  who  is  taking  care  of  us  wherever  we  go,  and  in  the  day 
time  and  in  the  nighttime  ? 

Yes,  our  Heavenly  Father  is  taking  care  of  us,  and  all  of  the  things 
we  enjoy  every  day  He  has  given  us. 

Is  there  anything  we  can  do  for  Him  ? 

"  We  can  say  '  Thank  you.'  " 

Yes,  we  can,  and  we  can  do  many  things  to  show  that  we  are  thank- 
ful. 

When  we  do  things  at  home  for  our  fathers  and  mothers ;  when  we 
are  kind  and  loving  to  our  brothers  and  sisters  and  our  friends  and 
pets;  when  we  help  to  take  care  of  the  flowers  and  birds;  these  are 
all  ways  of  saying  "  Thank  you  "  to  our  Heavenly  Father  for  all  that 
He  has  done  for  us.     There  are  many  more  ways  beside. 

216 


OTHER  LITTLE   FRIENDS  217 

Who  remembers  what  we  talked  about  last  Sunday? 

(Recall  last  Sunday's  conversation  about  the  children  who  have 
come  to  this  cotmtry  to  find  a  new  home.  Talk  again  with  your 
group  about  the  suggestions  that  have  been  made  of  ways  in  which 
they  may  show  their  friendliness  toward  the  Httle  newcomers  to 
this  country. 

Shall  we  sing  two  or  three  hymns? 

Rest  Time. 

Table  Period.     Drawing. 

Story  Time.     Repeat  the  story  of  "  Anthony  Petrello." 
Dismissal.     Good-bye    song.     Prayer.     Giving    out    letters    for 
parents. 

Music  while  good-byes  are  said. 


LESSON   XLVI 

LEARNING  SELF-CONTROL 

Aim :  To  establish  a  habit  of  self-control  as  against  the  impulse 
to  cry,  to  interrupt,  etc. 

Service  of  Worship 

Quiet  Music. 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 
Hymn.     "  All  things  bright  and  beautiful." 
Prayer. 

Let  the  children  sing  other  hymns,  and  repeat  some  of  the  verses 
already  learned. 

Conversation  Period. 

Note.  A  situation  during  the  class  hour  might  easily  furnish  the 
point  of  contact  for  this  lesson,  when  something  like  the  following 
occurs.  Frequently  there  are  children  in  the  group  who  are  restless 
and  show  a  very  disturbing  tendency  to  move  about  constantly  and 
to  interfere  with  other  children,  or  there  may  be  children  who  \^'ant 
to  talk  all  the  time. 

This  lesson  may  properly  come  on  the  very  day  when  such  a  situ- 
ation exists. 

The  teacher  should  first  be  sure  that  the  air  in  the  room  is  all 
right,  that  the  children  are  sitting  in  chairs  that  are  the  right  height, 
and  that  she  is  not  expecting  them  to  stay  in  one  position  too  long. 

Then  if  William  is  moving  about  and  disturbing  others,  ask  whether 
he  is  old  enough  to  sit  quietly  in  his  chair  for  a  few  minutes. 

Ask  Jane  if  she  is  not  old  enough  to  sit  quietly  and  listen  ^^'hen  it 
is  Dorothy's  turn  to  talk. 

Speak  of  the  babies  who  sometimes  come  to  visit,  who  are  not 
expected  to  be  quiet  because  they  are  not  old  enough. 

218 


LEARNING  SELF-CONTROL  219 

Then  let  the  children  tell  why  children  who  are  old  enough  to  come 
to  the  class  should  be  able  to  think  when  it  is  time  to  sit  quietly,  and 
when  it  is  time  to  talk. 

Then  ask  whether  at  home  and  at  school  there  are  times  when 
children  must  think  about  not  talking.  "How  about  children  who  cry 
easily  when  anything  goes  wrong,  or  who  get  angry  and  call  names  ? 

Let  the  children  talk  freely  about  these  questions. 

Is  it  hard  not  to  talk  or  cry  or  tease  for  things  sometimes  ?  Yes 
indeed  it  is.  Are  children  who  are  five  years  old,  old  enough  not  to 
cry  easily,  and  not  to  tease  for  things,  and  not  to  do  things  that 
fathers  and  mothers  think  are  not  best? 

Whom  can  we  ask  to  help  us  not  to  cry,  or  to  tease  ? 

Yes,  we  can  ask  our  Heavenly  Father  to  help  us  whenever  it  is 
hard  to  remember. 

Note.  The  above  conversation  is  merely  suggestive.  The 
children  will  talk  of  their  efforts  at  self-control,  and  speak  of  concrete 
situations  as  "of  crying  when  I  cannot  go  with  my  mother,"  or  "of 
teasing  for  a  piece  of  cake,"  or  "  of  calling  some  one  a  mean  old  thing." 

Rest  Time. 

March.  Shall  we  listen  very  carefully  to  the  music  today  and 
think  to  step  heavily  when  the  music  is  loud;  softly  when  the  music 
is  soft;  and  stop  when  the  music  stops? 

Or  the  children  may  stand  in  front  of  their  chairs  and  step  loudK 
and  softly  or  clap  loudly  and  softly. 

Table  Period. 

Drawing. 

Story  Time. 

The  Fairy  Cap 

Once  upon  a  time  there  were  a  mother  and  a  father  to  whom  God 
sent  a  little  boy  baby.  Oh,  how  glad  they  were  to  have  him,  and 
while  he  was  little  they  took  the  best  care  of  him  they  could.  And 
that  wasn't  very  hard  to  do,  while  he  was  a  tiny  baby  lying  on  his 
little  bed,  or  carriage,  or  on  the  floor.  There  his  mother  always 
knew  where  he  was. 


220  LEARNING  SELF-CONTROL 

But  when  he  grew  older  and  could  run  about  it  was  different. 
The  mother  began  to  worry,  and  she  would  say,  "  What  if  Jack  should 
cat  something  that  would  make  him  very  sick!"  or  "  What  if  he  should 
run  away  and  get  lost,"  or  "  What  if  he  should  fall  and  hurt  himself 
badly."  All  these  things  she  thought  about,  but  there  was  something 
else  she  never  did  think  to  worry  about.  What  do  you  suppose  it 
was? 

Why  it  never  occurred  to  her  to  think  whether  he  would  be  a  brave, 
kind,  thoughtful  little  boy  because  she  supposed  of  course  that  he 
would  be.  But  sad  to  say,  as  Jack  grew  older  and  could  walk  and 
talk  she  forgot  to  worry  about  his  getting  lost,  or  sick,  or  hurt,  for 
there  were  other  things  that  troubled  her  more.  Whenever.  Jack 
couldn't  have  or  do  what  he  wanted  he  screamed,  or  he  teased 
and  teased  till  every  one  in  the  house  was  tired,  and  he  not  only 
screained  and  teased,  but  he  called  people  names,  so  that  some  days 
every  one  in  the  house  felt  like  sending  him  away. 

After  a  time  Jack's  father  and  mother  decided  that  they  couldn't 
tell  what  to  do  themselves,  and  so  one  day  when  Jack  had  been 
screaming  because  he  couldn't  have  a  new  toy  when  already  he  had 
so  many  that  he  never  had  time  to  play  with  all  of  them,  his  father 
and  mother  sent  for  his  fairy  godmother.  She  came  quickly,  and  at 
first  she  said,  "  I  shall  have  to  take  Jack  back  to  fairyland  with  me." 
But  Jack's  mother  said  she  could  not  let  her  little  boy  go  far  away, 
and  so  the  fairy  godmother  stood  leaning  on  her  broomstick  while 
she  thought  and  thought  for  a  long  time.  Finally  she  put  her  hand 
way  down  into  her  pocket  and  pulled  out  a  tiny  package,  and  when  it 
was  unrolled  it  proved  to  be  a  little  boy's  cap,  but  such  a  very  thin 
one 

"  Now,"  said  the  fairy  godmother,  "  Jack  must  wear  this  all  the 
time,"  and  quicldy  she  slipped  it  on  his  head. 

"  What  good  will  that  cap  do .'"'  said  the  father  and  mother  together. 

"  You  shall  see,"  said  the  fairy  godmother,  and  she  jumped  on 
her  broomstick  and  rode  away  to  fairyland. 

Now  Jack  never  liked  very  well  to  wear  hats,  but  this  little  cap  was 
so  thin  and  Hght  that  he  soon  forgot  about  it. 


LEARNING   SELF-CONTROL  221 

Before  long  something  went  wrong  again  and  Jack  began  to  cry. 
This  time  it  was  only  because  he  couldn't  have  two  dishes  of  pudding 
for  dessert.  But  suddenly  he  stopped  crying  and  put  his  hands  up 
to  his  head. 

"  This  old  cap  pinches  me,"  he  said.     "I'm  going  to  throw  it 

away." 

"  Oh,  no,"  said  his  mother.  "  Your  fairy  godmother  brought 
that  cap  for  you  to  wear,  and  you  will  have  to  keep  it  on." 

"  But  I  can't  wear  a  cap  that  pinches  my  head,"  said  Jack.  But 
as  he  stopped  crying  and  began  to  talk  to  his  mother  he  realized  that 
the  cap  no  longer  pinched. 

Presently  he  jumped  down  from  his  chair  at  the  table,  and  ran 
out  of  doors  to  play. 

Now  Jack  had  a  large  yard  to  play  in,  and  many  toys  to  play  with, 
so  that  all  the  children  in  the  neighborhood  came  to  his  house  to  play 
whenever  they  could.  And  the  place  they  all  liked  best  was  a  little 
workshop  in  the  back  yard  where  there  were  a  few  tools  and  pieces 
of  wood.  There  the  children  used  to  go  to  make  their  own  toys. 
Now  sometimes  Jack  played  very  nicely  with  the  other  children,  but 
sometimes  he  wouldn't  let  them  touch  one  of  his  things. 

This  day  he  was  feeling  a  little  cross  about  the  pudding  still,  when 
the  children  came  trooping  in  through  the  gate.  Two  or  three  of 
them  ran  to  the  swing.  Others  went  to  the  seesaw,  one  or  two 
others  ran  to  the  little  workshop. 

Another  child  ran  to  Jack's  own  hobbyhorse  and  started  to  get 
on  it,  when  suddenly  Jack  decided  that  he  wanted  it  himself,  and 
because  the  other  little  boy  didn't  get  off  the  horse  quickly.  Jack  ran 
to  him,  tried  to  pull  him  off,  and  began  calling  him  names.  But 
suddenly  he  stopped,  for  the  cap  gave  him  such  a  pinch  that  he  couldn't 
think  for  a  minute.  Then  he  pulled  the  cap  off  his  head,  threw  it 
on  the  ground  and  said,  "  There,  you  old  cap,  I  won't  wear  you  any 
more."  The  children  all  turned  to  look  at  Jack,  but  as  he  started 
to  run  away  the  fairy  cap  went  after  him.  Round  and  round  he 
ran,  but  never  could  he  get  away,  for  it  always  stayed  close  to  his  heels. 
The  children  laughed  and  shouted,  and  soon  Jack  decided  that  he 


222  LEARNING  SELF-CONTROL 

might  as  well  pick  the  cap  up  and  put  it  on,  and  soon  they  all  forgot 
about  it  and  went  on  with  their  play. 

Day  after  day  and  many  times  a  day  did  Jack  feel  the  cap's  pinch. 
Sometimes  he  threw  it  off,  but  it  always  followed  until  he  put  it  on 
again.  Sometimes  the  minute  it  began  to  pinch  he  stopped  crying, 
or  teasing,  or  whining,  and  then  the  pinching  stopped  too. 

One  day  after  two  or  three  months  had  passed,  Jack  decided  that 
he  wouldn't  give  the  cap  a  chance  to  pinch  even  a  tiny  bit  for  one 
whole  day.  Soon  his  father  and  mother  noticed  that  he  didn't  cry 
and  tease  and  whine  when  things  went  wrong,  and  they  were  very 
glad. 

One  morning  Jack  woke  up  and  the  fairy  godmother's  cap  was 
gone.  They  never  knew  whether  the  fairy  godmother  came  and  took 
it  back  to  fairyland  or  whether  it  went  back  by  itself.  But  one 
thing  was  sure, —  Jack  no  longer  needed  it. 

Dismissal.     Good-bye  song.      Prayer.      Giving   out    letters    for 
parents. 
Music. 


LESSON   XLVII 
LEARNING  SELF-CONTROL 

Aim :  Establish  a  habit  of  self-control  as  against  the  impulse  to 
cry,  to  interrupt,  etc. 

Service  of  Worship 

Quiet  Music. 

Offering.      Prayer. 

Greeting.      Song  of  greeting. 

Hymn.     "  Can  a  Little  Child  Like  Me?" 

Prayer. 

Conversation  Period.  Do  you  remember  averse  I  told  you  a 
long  time  ago  ? 

"  I  wonder  if  any  one  knows 
On  a  cloudy  day  where  the  sunshine  goes  ? 
I  have  heard  that  it  chooses,  the  queerest  places. 
The  hearts  of  good  children,  and  shines  in  their  faces. 
In  their  eyes  it  dances  all  the  while, 
On  their  lips  it  lingers,  a  loving  smile." 

Have  you  seen  children  this  week  who  could  keep  from  crying  and 
teasing  when   things  went  wrong? 

"  My  baby  screams  when  we  take  things  away  from  him,"  said 
Janet. 

"  And  so  does  mine,"  said  John. 

Of  course  they  do,  if  they  are  little  babies.  You  couldn't  expect 
them  not  to,  for  they  don't  know  any  better. 

But  do  you  think  it  is  a  pretty  good  thing  for  children  when  they 
are  old  enough  to  try  to  be  strong  enough  and  brave  enough  not  to 
cry  and  tease  ? 

"  I  know  a  little  boy  who  scratches  when  he  cannot  have  the  toys 

223 


224  LEARNING  SELF-CONTROL 

he  wants."  That  seems  like  a  little  kitten  or  a  dog  and  they  don't 
know  any  better,  do  they? 

(Let  the  children  one  at  a  time  tell  when  they  think  they  have 
remembered  this  last  week  that  they  .were  old  enough  and  strong 
enough  not  to  be  angry,  and  speak  crossly  or  cry.) 

How  are  your  gardens  growing?  These  days  that  are  so  long  and 
so  warm  help  to  make  the  flowers,  and  fruits,  and  grains,  and  vege- 
tables grow.  Yes,  and  the  rain,  too,  is  needed.  Have  you  looked 
at  the  fruits  on  the  trees  to  see  whether  the  apples  and  peaches  and 
pears  are  growing  and  beginning  to  ripen  ? 

If  the  children  have  flower  gardens  at  home,  suggest  that  if  possible 
they  bring  flowers  to  send  to  some  one  who  is  sick,  or  to  some  one 
who  has  no  flowers. 

Rest  Time.     Let  the  children  choose. 

Table  Period.     Drawing. 

Story  Time.     Repeat  the  story  told  last  week. 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON   XLVIII 

ANOTHER  LESSON  ON  KINDNESS 
Aim:  To  increase  the  children's  thoughtfulness  for  others. 

Service  of  Worship 

Quiet  Music. 
Offering.     Prayer. 
Greeting.     Song  of  greeting. 
Hymn. 

Prayer.     Verse.     "  Be  ye  kind  one  to  another." 
Sing  other  hjonns. 

(In  this  lesson  it  is  thought  better  to  let  the  conversation  period 
follow  the  story.) 

Story  Period.     Would  you  like  to  hear  a  new  story  ? 

The  Little  Half-Chick 

Once  upon  a  time  there  was  a  mother  hen  who  hatched  a  brood  of 
little  chickens.  As  they  came  out  of  the  shell,  one  after  another, 
they  were  as  fine  a  brood  as  one  could  wish  to  see,  until  the  last  shell 
cracked  and  out  came  a  strange  little  creature  —  a  half-chick  with 
only  one  eye,  one  leg  and  one  wing. 

The  mother  was  much  distressed,  because  she  thought  it  wasn't 
as  strong  as  the  others,  and  so  she  tried  to  take  very  good  care  of 
the  half -chick. 

But  that  was  difficult,  for  the  little  half -chick  was  very  headstrong. 
He  soon  began  to  run  away  from  his  mother  and  the  other  chicks, 
and  he  ran  with  a  funny  little  hoppity-kick,  hoppity-kick.  When 
he  was   called   he  pretended  that   he  couldn't   hear   because   he 

225 


22G  ANOTHER   LESSON   ON   KINDNESS 

had  only  one  ear.  His  mother  grew  quite  distracted  trs^ing  to 
keep  him  safe. 

One  day  the  little  half-chick  said  to  his  mother,  "I'm  tired  of 
this  dull  place.     I'm  off  to  Madrid  to  see  the  king." 

But  his  mother  said,  "  You  foolish  child  to  think  of  such  a  thing. 
You  could  never  go  there!  And  besides,  where  could  you  find  as 
pleasant  and  comfortable  a  place  as  this  farm  yard.^  " 

But  the  little  half-chick  would  not  listen  to  reason,  and  off  he 
started  hoppity-kick  and  hoppity-kick  across  the  fields.  Soon  he 
came  to  a  brook  which  had  nearly  been  choked  by  dead  leaves,  so  it 
could  not  flow. 

"  Little  half-chick,  little  half-chick,  help  me!  "  it  cried.  "  Pull 
out  the  dead  leaves  and  set  me  free." 

"  Set  you  free,  indeed,"  said  the  little  half-chick.  "  Set  yourself 
free,  for  I'm  off  to  Madrid  to  see  the  king."  And  hoppity-kick  and 
hoppity-kick  away  went  the  little  half-chick. 

A  little  farther  on  he  saw  the  wind  lying  breathless  on  the  ground. 
"  Little  half-chick,  little  half-chick,"  called  the  wind,  "  I  pray  you, 
fan  me  a  little  with  your  wing,  and  help  me  to  gather  strength  to 
go  on  again." 

"  Help  you,  indeed,"  said  the  little  half-chick.  "  I've  no  time  to 
help  any  one.  I'm  off  to  Madrid  to  see  the  king."  And  on  he  went, 
hoppity-kick,  hoppity-kick. 

The  next  day  he  came  to  a  newly  mown  field.  In  one  comer  he 
passed  a  fire  that  was  trying  to  bum. 

"  Little  half-chick,  oh  little  half-chick,"  called  the  fire,  "  I  am  dying. 
Pray  bring  me  a  few  dry  leaves  and  some  sticks  in  your  beak." 

"  Help  yourself,"  cried  the  little  half-chick,  rudely.  "  I'm  off  to 
Madrid  to  see  the  king."  And  away  he  went,  hoppity-kick,  hoppity- 
kick. 

After  he  had  gone  a  ver>'  long  way  the  little  half-chick  came  to 
the  gates  of  the  king's  palace.  He  slipped  through  the  gates  and 
went  on  to  the  coiirtyard  at  the  back,  hoppity-kick,  hoppity- 
kick.  "  I  will  find  the  chicken  yard,"  he  said,  "  and  will  mle  it 
mvself." 


ANOTHER   LESSON   ON   KINDNESS  227 

But  just  then  the  cook  spied  him  from  the  kitchen  window.  "  Here 
is  a  chick  for  the  king's  dinner,"  she  said.  And  she  hurried  out  and 
seized  him  by  his  one  leg  and  threw  him  into  a  pot  of  water. 

"  Water,  water,  do  not  wet  me  so!  "  cried  the  Httle  half -chick. 

"  Ah,"  said  the  water,  "  when  I  was  in  trouble  you  would  not  help 
me."  And  soon  the  water  was  bubbling  and  l:)oiling  over  the  little 
half-chick. 

"  Fire,  fire,  do  not  burn  so  hot!  "  cried  the  little  half-chick. 

"  Ah,"  said  the  fire,  "  when  I  was  in  trouble  did  you  help  me.^  " 
And  it  blazed  fiercer  than  ever,  and  soon  the  little  half-chick  was 
badly  burned. 

Then  the  cook  said,  "  This  chicken  will  never  do  for  the  king's 
dinner."  And  taking  him  out  of  the  pot,  she  tossed  him  out  of 
the  window.  The  wind  soon  caught  him  up  and  started  off  with 
him. 

"  Oh,  wind,"  murmured  the  little  half-chick,  very  faintly,  "  do 
not  be  so  rough  with  me!  " 

"  Ah!  "  cried  the  wind,  blowing  harder  than  ever,  "  when  I  was  in 
trouble  you  did  not  help  me."  Up,  up  they  flew,  higher  and  higher, 
until  they  came  to  the  highest  tower  in  all  Madrid.  There  the  wind 
left  the  little  half-chick,  standing  on  his  one  leg,  and  looking  about 
with  his  one  eye.  And  there  he  stands  today  and  turns  which  ever 
way  the  wind  blows. 

(Adapted  from  a  Spanish  folk  tale.) 

Conversation  Period.  After  the  story  has  been  told  let  the 
children  discuss  it,  and  let  them  tell  again  of  the  kind  and  thought- 
ful things  little  children  can  do  in  return  for  all  the  kindness  and 
thoughtfulness  bestowed  upon  them. 

Shall  we  try  all  of  this  week  to  remember  "Be  ye  kind  one  to 
another"  ?  Perhaps  that  will  help  us  remember  to  do  for  otir  friends 
something  that  will  help  them  and  make  them  happy. 

Rest  Period.     March. 

Table  Period.     Mounting  pictures.     No.  15.  "  Gardening." 


228  ANOTHER  LESSON   ON   KINDNESS 

Dismissal.  Good-bye  song.  Prayer.  "  Our  Heavenly  Father, 
we  are  thankful  for  all  the  kind  and  loving  care  which  Thou  givest 
us  each  day.  Help  us  this  week  to  be  kind  and  thoughtful  of  otu^ 
friends."     Amen. 

Giving  out  letters  for  parents. 

Music. 


LESSON  XLIX 

ANOTHER  LESSON  ON  KINDNESS 
Aim:  To  increase  the  children's  thoughtfulness  for  others. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer. 

Conversation  Period.  If  these  lessons  are  used  in  September 
when  the  children  are  returning  from  the  summer  vacation  they  will 
be  interested  first  of  all  in  singing  special  greetings  to  one  another, 
then  in  telling  where  they  have  been,  and  what  they  have  been 
doing. 

Let  the  children  who  have  been  away  choose  other  hymns. 

Repeat :  "Be  ye  kind  one  to  another."  Let  the  children  tell  whether 
they  have  thought  about  being  kind  this  past  week  and  what  they 
have  done.  Let  those  who  have  been  away  tell  whether  they  have 
remembered  to  be  kind  and  helpful.  Suggest  that  they  try  to  be 
very  helpful,  especially  to  mothers,  for  mothers  have  so  much  to  do 
in  the  fall  getting  home  and  children  ready  for  winter. 

Rest  Period.     Let  the  children  choose. 

Story  Time.     Repeat  "  Little  Half-Chick." 

Table  Period.     Drawing. 

Dismissal.  Good-bye  song.  Prayer  or  hymn.  Giving  out 
letters  for  parents. 

Music. 


229 


LESSON   L 
LEARNING  TO  TAKE  CARE  OF  ONESELF 

Aim:  To  increase  the  children's  part  in  their  own  personal  care  and 
welfare. 

Service   of   Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer. 

Conversation  Period.  Shall  we  sing  "  Can  a  Little  Child  Like 
Me?" 

Why  should  we  thank  our  Heavenly  Father?  Yes,  because  He 
takes  care  of  us,  and  because  He  gives  us  so  many  things  to  enjoy. 

Have  any  of  you  tried  to  take  care  of  any  one  this  week  ? 

Have  you  thought  about  taking  care  of  your  pets  ?  What  can  you 
do? 

Yes,  you  can  be  very  careful  not  to  tease  them  or  hurt  them, 
and  you  can  remember  to  help  feed  them,  etc. 

Has  any  one  helped  take  care  of  a  garden  this  week? 

Now  I  want  to  ask  you  another  question.  How  many  children 
can  do  a  good  many  things  to  help  take  care  of  themselves?  Are 
you  old  enough  to  play  in  your  yard  alone,  or  cross  the  street  alone? 

Who  thinks  he  can  do  a  good  deal  toward  getting  dressed  in  the 
morning  ?     Find  out  how  many  children  can  dress  themselves. 

Show  picture  of  a  little  girl  dressing  herself  in  picture  series.  No.  16. 

This  little  girl  has  learned  to  put  on  all  of  her  clothes  and  fasten 
nearly  all  the  buttons. 

Do  you  think  it  is  a  good  thing  for  children  to  learn  to  dress  them- 
selves as  soon  as  they  can?     Why.' 

230 


LEARNING  TO  TAKE   CARE  OF  ONESELF         231 

Find  out  whether  the  children  can  do  other  things  independently, 
and  why  it  is  a  good  thing  for  them  to  be  able  to  do  as  many  things  as 
possible  for  themselves. 

Rest  Time.  Clapping  to  music  and  high  stepping  while  standing 
in  front  of  chairs.     Marching. 

Table  Period.    Mounting  picture  No.  16,  "  Child  Helping  Herself." 

Story  Time.  Would  you  like  to  hear  the  story  of  a  little  girl  who 
thought  she  didn't  want  to  learn  to  dress  herself? 

This  is  the  story : 

Lazy  Jane 

"  You  will  have  to  hurry,  or  you  will  be  late  to  kindergarten 
again,"  Jane's  mother  called  to  her  one  morning. 

And  Jane  called  back,  "  You  will  have  to  help  me,  for  I  can't  button 
my  shoes,  and  I  can't  fasten  the  buttons  of  my  skirt." 

Jane's  mother  had  been  up  and  dressed  a  long  time,  and  Jane  had 
been  awake  since  early  in  the  morning,  but  she  had,  as  usual,  been 
poking  along  and  playing  instead  of  trying  to  dress  herself.  When 
her  mother  went  upstairs,  there  was  Jane  only  partly  dressed,  and 
nothing  was  buttoned;  both  stockings  were  twisted;  she  had  only 
one  shoe  on,  and  that  was  only  partly  laced  up.  And  this  was  what 
happened  nearly  every  day. 

"  Why  has  it  taken  you  so  long  to  put  on  just  a  few  clothes?  I 
should  think,"  Jane's  mother  said,  "  that  a  little  girl  nearly  six  years 
old  was  old  enough  to  dress  herself  every  morning." 

But  Jane  said,  "  I  don't  believe  I  am  old  enough.  It  is  too  hard 
for  me  to  fasten  buttons  and  lace  shoes." 

And  so  again  Jane  was  late  to  kindergarten,  and  when  she  got  there 
she  had  to  sit  off  by  herself  for  a  long  time,  because  the  others  were 
singing  and  playing,  and  talking,  and  late  comers  disturbed  them. 

This  morning  when  Jane  came  in  the  children  said,  "  There  comes 
Jane,  and  she's  late  again,"  and  Jane  felt  very  uncomfortable  sitting 
off  by  herself  until  ten  o'clock. 

But  I'm  sorry  to  say  the  same  thing  happened  again  next  morning, 
and  the  next. 


232         LEARNING   TO   TAKE   CARE  OF   ONESELF 

One  day  Jaiie  came  running  home  from  kindergarten  and  called 
to  her  mother,  "  Oh,  mother.  Jack  has  a  new  little  sister,  a  little  tiny 
baby!     I  wish  we  had  a  little  tiny  baby!" 

"  Do  you?"  said  her  mother.  "  It  seems  to  me  that  it  is  a  good 
thing  that  we  haven't  a  little  baby  just  now,  for  I  have  to  spend  so 
much  time  taking  care  of  you  that  I'm  afraid  I  shouldn't  have  time 
to  take  care  of  a  little  baby." 

Jane  didn't  say  anything,  but  she  thought  about  it  a  great  deal. 

One  day,  not  long  afterward,  Jane's  mother  told  her  that  she  was 
going  away  for  a  little  while. 

"  Aren't  you  going  to  take  me?"  Jane  asked. 

"  No,"  her  mother  said,  "  this  time  you  are  going  to  stay  at  home 
with  your  father  and  Annie,  and  they  will  take  care  of  you." 

"Will  you  bring  me  something  when  you  come  back?"  Jane 
asked. 

"  Yes,  I  will,"  replied  her  mother,  "  and  something  you  will  like 
very  much." 

'*  Do  you  know  now  what  you  are  going  to  bring  me?"  Jane 
questioned. 

"  Yes,  I  think  I  do." 

"  Then  why  can't  you  tell  me?" 

"  Because,"  said  Jane's  mother,  "  I  want  it  to  be  a  surprise." 

The  next  morning  when  Jane  got  up  and  began  to  dress,  she  started 
to  call  her  mother  to  help  her,  and  then  she  remembered  that  her 
mother  had  gone  away,  and  so  she  called  her  father,  but  he  was 
eating  his  breakfast  and  was  in  such  a  htury  to  go  to  his  office  that 
he  couldn't  possibly  stop  to  help  a  little  girl  who  knew  perfectly  well 
how  to  dress  herself.  Annie  was  busy  making  toast, —  she  couldn't 
stop  to  go  upstairs,  so  Jane  slowly  got  herself  dressed,  and  Annie 
helped  her  to  get  ready  by  doing  the  things  Jane  couldn't  do  for  her- 
self.    But  that  day  she  was  very  late  getting  to  kindergarten. 

You  see,  she  missed  so  much  every  day  that  she  didn't  know  the 
songs  the  other  children  learned,  and  she  didn't  know  the  games  they 
played,  and  then,  too,  the  children  made  fmi  of  her,  and  called  her 
"  lazy  Jane." 


LEARNING  TO  TAKE  CARE  OF  ONESELF  233 

"  I  am  not  lazy,"  Jane  would  reply,  but  she  really  knew  that  she 
was. 

As  the  days  went  on  Jane  missed  her  mother  very  much,  and  kept 
asking  her  father  when  she  was  coming  back,  and  finally  her  father 
said,  "  In  a  few  days  now  your  mother  will  be  home. "  And  then,  too, 
Jane  thought  about  the  surprise  and  wondered  what  it  could  be. 
"  I  wish  it  could  be  a  baby,"  she  would  say  to  herself. 

Suddenly  one  day  she  remembered  that  her  mother  had  said  that 
it  wouldn't  be  well  to  have  a  baby,  when  Jane  herself  needed  so  much 
care,  and  right  then  she  decided  that  she  would  try  the  next  morning 
to  dress  herself  quickly  and  surprise  her  mother,  and  then,  sometime, 
if  the  baby  did  come,  she  would  be  ready  to  help  take  care  of  it. 

The  next  morning  Jane  didn't  stop  once  to  play  with  her  doll  or 
look  at  a  picture  book,  but  got  dressed  before  her  father  had  finished 
his  breakfast. 

After  two  days  she  got  dressed  so  quickly  that  she  surprised  the 
whole  kindergarten  by  being  on  time. 

That  day,  when  she  went  home  from  kindergarten,  she  heard  a 
strange  little  sound  which  seemed  to  come  from  upstairs.  She 
couldn't  imagine  what  it  could  be,  for  usually  the  house  was  so  quiet 
when  she  came  home,  unless  Annie  was  singing  in  the  kitchen. 

Jane  hurried  upstairs  to  find  that  the  strange  little  cry  came  from 
her  mother's  room.  And  what  do  you  suppose  she  found  there? 
Why,  there  was  her  mother,  and  the  surprise, —  a  tiny  baby  brother 
in  a  little  basket  bed.  Jane  jumped  up  and  down  and  clapped  her 
hands  and  hugged  her  mother  and  tried  to  look  at  the  baby  all  at 
once. 

"  Mother,"  she  cried,  "  I  have  learned  to  dress  myself  quickly,  and 
isn't  it  a  good  thing  that  I  have,  for  now  we  can  both  help  to  take 
care  of  the  baby!  " 

Dismissal.  Good-bye  song.  Prayer.  Giving  out  letters  for 
parents. 

Music. 


LESSON    LI 
LEARNING  TO  TAKE  CARE  OF  ONESELF 

Aim:  To  increase  the  children's  part  in  their  own  personal  care  and 
welfare. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn. 

Prayer.  Then  let  the  children  repeat  the  verses  learned  and  sing 
other  hymns  and  songs. 

Conversation  Period.  Ask  the  children  whether  they  have  thought 
about  taking  care  of  themselves  this  week.  Find  out  whether  they 
have  helped  their  mothers  by  dressing  themselves  every  day,  or 
whether  they  can  be  trusted  to  cross  the  streets  alone,  to  do  errands, 
etc.  Also  ask  whether  they  can  amuse  themselves  when  it  is  necessary 
for  them  to  play  alone. 

Ask  the  children  also  whether  they  remember  to  do  such  things  as 
washing  their  hands,  going  to  bed  w^hen  it  is  time,  coming  to  meals 
on  time  without  being  told  every  time. 

Otir  city  children  tell  us  with  pride  that  they  are  old  enough  to 
be  trusted  to  play  on  the  pavement  in  front  of  their  homes  without 
being  watched,  or  that  they  are  old  enough  to  be  very  careful  and 
cross  the  street  alone. 

Rest  Time.  Would  you  like  to  hsLve  a  bird  family  today?  (See 
page  20) 

Table  Period.     Drawing. 

Story  Time.     Repeat  the  story  told  last  Sunday. 

Dismissal.  Good-bye  song.  Sing  "Guard  Thy  Children."  Giving 
out  letters  for  parents. 

Music. 

234 


LESSON    LII 

-   REVIEW 

Aim:  To  let  the  children  recall  the  conversations,  stories,  songs 
and  verses  that  have  been  used  during  the  past  weeks  or  3'ear  in 
order  that  the  ideas  and  ideals  of  the  lessons  may  become  more 
firmly  fixed  in  minds  and  hearts. 

Service  of  Worship 

Quiet  Music. 

Offering.     Prayer. 

Greeting.     Song  of  greeting. 

Hymn.     Prayer. 

(This  lesson  may  be  developed  as  the  other  three  review  lessons 
have  been,  by  letting  the  children  choose  for  each  part  of  the  class 
hour.) 

Conversation  Period.  This  time  may  be  used  for  singing  of  several 
hymns,  dramatizing  stories,  etc.  If  this  is  the  end  of  the  year,  the 
new  school  year  beginning  October  first,  this  Sunday  may  be  a  review 
for  the  whole  year. 

One  time,  at  the  end  of  our  school  year,  the  children  were  asked 
how  many  stories  and  verses  they  could  remember.  Edward  said, 
"  I  know  which  story  I  would  like  to  have  again,  but  you  told  it  so 
long  ago  that  I  don't  believe  you  could  remember  it."  It  was  the 
story  that  had  been  told  the  first  Sunday.  Edward  offered  to  tell 
it  himself,  and  he  told  it  very  well. 

Another  time  the  children  were  asked,  "What  are  some  of  the  things 
we  have  talked  about  here  on  Sunday  and  have  been  trying  to  think 
about  at  home?" 

These  were  some  of  the  responses:  "  We  have  been  trying  to  help 
people." 

"  We  have  tried  to  obey." 

235 


236  REVIEW 

"  "We  have  tried  to  help  take  care  of  the  birds,  feed  them  and  not 
frighten  them." 

"  We  have  shared  our  things." 

"  We  have  tried  to  be  kind." 

Rest  Period.     Let  the  children  choose. 

Table  Period,  (This  period  may  be  omitted  if  the  teacher  thinks 
it  better  to  use  the  time  for  a  longer  story  period.) 

Story  Period.  Retelling  the  stories  of  the  year  by  teacher  and 
children.) 

Dismissal.  Good-bye  song.  Hymn  or  prayer.  Giving  out 
letters  for  parents. 

Music. 


/-^d- 


y 


